Matlasevych O. Psychology of Development of Pedagogical Skills in Context of Cultural and Historical Paradigm of Ukrainian Higher Educational Institutions of XVI-XVIII Centuries

The theoretical grounding and complex empirical research of the issue of pedagogical skills in context of cultural and historical paradigm of Ukrainian higher educational institutions of XVI-XVIII centuries have been presented in the dissertation. The content of the concept of pedagogical skills has been described as a system of personal abilities with the determined component structure (didactic, organizational-managerial, communicative-expressive, creative-cognitive, metacognitive-reflexive components), which ensure the successful implementation of pedagogical activities, consolidate in the personal structure, being actualized and explicated in certain pedagogical situations. Reactive (operational-activity and social) and proactive (personal, spiritual-value) factors of pedagogical skills development have been determined; levels (elementary, basic, perfect, mastery) have been grounded; criteria (differentiation, integration of structural elements and level of subjectivity of a teacher) and the indicators of pedagogical skills development have been distinguished. Based on analysis of the viewpoints of educators from Ukrainian higher educational institutions of XVI-XVIII centuries, the semantic content of the spiritual and moral component of pedagogical skills has been determined; the theoretical and conceptual model of development of the analyzed phenomenon, which integrated personal, activity and spiritual approaches, has been developed and approbated. It has been proved that the metacognitive-reflexive and spiritual-moral components are the system-forming ones in the structure of pedagogical skills. The phenomenological essence of pedagogical skills of the teachers of subjects of spiritual and moral focus has been empirically determined for the first time. Key words: pedagogical skills, development, structure of pedagogical skills, metacognitive and reflexive component, spiritual and moral component, teachers of subjects of spiritual and moral focus.