Shchur V. Formation of methodological competence of future primary school teachers in a pedagogical college

The analysis of scientific, psychological, pedagogical, methodological literature, Ukrainian and foreign sources carried out in the course of the study shows the relevance of the issue of forming the methodological competence of future primary school teachers. It is of particular interest in the context of the priority of the competence approach and the implementation of the tasks of the modern education reform «New Ukrainian School». The thesis deals in detail with the formation of methodical competence of future primary school teachers in a pedagogical college as a pedagogical problem. In the context of our study, the concept of «competence» is considered as an integrative characteristic of a personality that manifests itself in activity and affects the effectiveness of solving tasks, based on knowledge, skills, previous experience, personal beliefs, and values. We interpret the methodological competence of primary school teachers as a complex multifunctional system of professional and pedagogical knowledge, skills and personal abilities of a teacher that determine his/her ability to effectively organize the educational process in primary school in accordance with educational tasks. The study argues that methodical competence makes it possible to apply the acquired theoretical experience in further activities and influences the construction of the future teacher’s own professional path. However, we are convinced that the content of the scientific concept of «methodological competence of future primary school teachers» should be revealed through an expanded interpretation of its structural components. Thus, we have developed the structure of methodological competence, which consists of stimulation-motivational, educational-cognitive, activity-creative, and personal-reflective components. Criteria, indicators and levels have been developed to determine the formation of structural components of methodological competence in a pedagogical college. The names of the components and criteria will be identical in our study. Thus, the indicators of the stimulation-motivational criterion are as follows: the presence of primary school teachers' internal motivation for future professional activity; awareness of the importance of forming a teacher's methodological competence, stimulation to its effective formation; motivation for constant self-realisation and selfimprovement in future professional activity. The educational-cognitive criterion is specified through the following indicators: mastering by future primary school teachers of the system of general didactic and psychological-pedagogical knowledge about the peculiarities of organising and implementing the educational process in primary school; awareness of future teachers of special knowledge of professional teaching methods in primary school; flexibility, mobility of professional knowledge in practical application.