THEORETICAL FUNDAMENTALS OF PREPARATION OF MASTER’S STUDENTS FOR TEACHING PROFESSIONAL METHODS OF PRESCHOOL EDUCATION

L. Berezovska
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Abstract

The article highlights the theoretical principles of training master’s students majoring in 012 “Preschool Education” on teaching professional methods; legislative and normative documents on the peculiarities of training specialists in higher education institutions are considered. The purpose of the article is to characterize the content component of the preparation of master’s students for teaching in the field of preschool education, in particular professional methods. It is emphasized that the quality of professional activity of all categories of specialists working in the system of preschool education depends on the system of training future teachers in the field of preschool education. The study provides a thorough analysis of the initial discipline “Technologies for teaching professional methods of preschool education”. The working program of the discipline is analysed and the list of topics of lectures is given. The article reveals the content, methods, technologies and forms of work with master’s students at lectures, seminars and practical classes. The concept of “professional competence”, “methodological competence” is defined. In the course of the research, some difficulties encountered by master’s students during the performance of practical tasks are presented; means of increase of methodical competence and levels of its formation at students are defined. It is noted that the effectiveness of training future teachers of preschool education depends on a number of factors, including the use of innovative forms of the educational process, the introduction of modern training technologies, educational programs, research, improvement of practical skills by modelling professional situations, self-education and self-development student. Teaching the discipline “Technologies of teaching professional methods of preschool education” is aimed at forming the readiness of graduate students to teach in higher education. Keywords: professional competence; methodical competence; master’s students; modern information technologies; teaching activity; professional methods; work program; preschool education.
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学前教育专业硕士研究生教学方法准备的理论基础
文章重点阐述了培养012《学前教育》专业硕士生教学专业方法的理论原则;考虑了关于高等教育机构培训专家的特殊性的立法和规范性文件。本文的目的是描述学前教育领域硕士生教学准备的内容组成,特别是专业方法。强调在学前教育系统中工作的各类专家的专业活动质量取决于在学前教育领域培养未来教师的制度。本研究对“学前教育专业方法教学技术”这一初始学科进行了深入的分析。分析了该学科的工作计划,并给出了讲座主题清单。文章揭示了硕士生在讲座、研讨和实践课上的工作内容、方法、技术和形式。定义了“专业能力”、“方法能力”的概念。在研究过程中,提出了硕士生在执行实际任务时遇到的一些困难;明确了提高学生系统能力的方法及其形成水平。指出,培养未来学前教育教师的有效性取决于许多因素,包括使用创新的教育过程形式,引进现代培训技术,教育计划,研究,通过模拟专业情况提高实践技能,自我教育和自我发展的学生。《学前教育教学专业方法技术》这门课程的教学目的是培养研究生在高等教育中任教的能力。关键词:专业能力;系统的能力;硕士学生;现代信息技术;教学活动;专业的方法;工作计划;学前教育。
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