The dissertation examines the problem of formation and development of the psychological and pedagogical competence of teachers of special disciplines of the technical college; the author's approach to the practical solution of this problem is proposed, which consists in the implementation into the system of scientific and methodical work of pedagogical technology and the conditions for its effective implementation. The theoretical analysis of the achievements of modern scientists made it possible to reveal the essential characteristics of the definitions of the concepts "competence", "pedagogical competence", "pedagogical direction" (pedagogical orientation), "professional competence", "professional development", "professional-pedagogical competence", "socio-cultural competence" , "psychological-pedagogical competence" and to investigate the conditions of their mutual influence in the teacher's pedagogical activity. It was found that the concept of "competence" in various fields of knowledge, namely socio-cultural, psychological, and pedagogical, is presented very widely, which made it possible to clarify its meaning. We understand the key concept of our research "competence" as an integrated quality of a person who has a formed structure of knowledge, abilities, skills and experience, thanks to which a person can solve the problems of a certain field of activity with a positive result. The definition of the conceptual construct "psychological-pedagogical competence of teachers of special disciplines of a technical college" is presented, which contains the main content of this phenomenon, as a complex education, which is a defining professional characteristic of the teacher's pedagogical activity, which affects the teacher's ability to act professionally in various psychological conditions, on possessing in-depth knowledge of the subject and modern teaching methods, to perform management functions at a high organizational level, the teacher's ability to communicate with all participants in the educational process, to forecast the expected results of their activities, the ability to objectively analyze their own work and the desire for self-improvement. Integration of the results of scientific investigations of modern scientists, conceptual and categorical analysis of the construct made it possible to reveal the determining role of psychological and pedagogical competence in pedagogical activity, as well as to distinguish its components as psychological-communicative, pedagogical (subject, didactic, methodical), managerial, projective-prognostic and reflexive-pedagogical competence and determine its structural components: motivational, professional-thesaurus, activity-creative and reflective. The interdependence and interrelationship of the components and components of psychological-pedagogical competence was studied, namely: each component contains all the defined components, therefore the formation and development of each component of psychological-pedagogical competence generates each of its components. The analysis of scientific sources and regulatory documents proves that the preparation of a graduate of a higher technical education institution for pedagogical activity is insufficient, therefore the formation and development of psychological and pedagogical competence takes place in the system of scientific and methodological work of the institution where the future teacher comes to work. The dissertation presents scientific-methodical support for the formation and development of the psychological-pedagogical competence of teachers of special disciplines: technology, algorithm and organizational-pedagogical conditions for their introduction into the system of scientific-methodical work of the technical college. The diagnostic complex, which includes methods adapted by the author (questionnaires, tests, diagnostic maps, questionnaires, etc.) grouped according to indicators and criteria, made it possible to determine the level of formation of the teacher's psychological and pedagogical competence as initial, sufficient and high using criteria (motivational-value, cognitive, executive-pedagogical, reflective) and indicators inherent in each criterion. In order to develop a pedagogical technology for the formation and development of the psychological and pedagogical competence of teachers of special disciplines of a technical college, a theoretical analysis of the definitions of "educational technology", "pedagogical technology", "learning technology" in modern scientific discourse was made, which made it possible to choose a pedagogical technology as the optimal form of implementation of research tasks and provided the basis for determining the content and structure of the technology. The author's pedagogical technology is presented, which contains five modules: conceptual, target, content, activity-procedural and evaluation-resultative modules, which ensured the systematicity and phasing of the...
