To the Question of Professional Training the Preschool Education Teachers in the Conditions of Modernization of the Educational System
The article describes current trends in professional training of preschool education teachers in conditions of modernization of the educational system. It defines basic concepts and recognizes specificity of the content and training technology of preschool teachers, where subject training, psychological and pedagogical training are important, require special knowledge and certain professional competencies to create constructive communication with all the participants, modeling the development situations, taking into account the capabilities and limitations of each student, solutions of educational tasks at each stage of the development of children of different age groups. Modernization of higher education, including professional training the preschool teachers determined that the focus should be on strengthening the practical readiness of the future teachers in order for them to meet the requirements of the pedagogical professional standard. Therefore, professional readiness, according to contents of the Pedagogical University’s general educational program for training the bachelors in “Pedagogical education” is determined by the competency of the graduates in solving problems of professional activity of the following types: pedagogical, project, methodological, organizational, cultural, mentoring. Following tendencies in the professional training the future teachers are updated: individualization in choosing the field of concern; practice-oriented approach in the development of methods, technologies of the preschool education; early inclusion in the collective relations within the field. The actual idea of the graduate’s continuous professional education as the future teacher’s professional formation in educational environments within higher education institutions, the preschool educational organizations, additional professional education. The ongoing changes in the educational system actualize the set of competencies established by the bachelor’s program to ensure the graduate’s readiness and ability to solve professional problems. While training, a future teacher masters theoretical and practical experience of the profession, develops professional qualities like motivation for professional activities with different children, tolerance, social openness to interactions with parents, colleagues, proactive attitude, initiative.