PREPARING FUTURE PROFESSIONAL EDUCATION TEACHERS FOR PEDAGOGICAL INTERACTION AS A COMPONENT OF THEIR PROFESSIONAL COMPETENCE

Introduction. The XXI Century outlines new trends in the educational field. In general, we can talk about the renewal and modernization of all components of the professional education system of Ukraine. One of the strategic directions for reforming Ukraine's professional education is the quality of education. But the current requirements for the quality of teacher's training and the actual state of its implementation are in conflict. In particular, it is necessary to form the teacher's readiness for pedagogical interaction. Purpose. The purpose of the publication is to review the process of preparing future professional training teachers for pedagogical engagement as a component of their professional competence. Methods.Psychological and educational literature analysis, analogy, induction and deduction. Results. The definition of «professional competence» has an integrated character. Professional competence is defined as an employee's ability to perform certain types of work within a particular profession in a qualified manner, achieving high quantitative and qualitative work results. A person who is competent in a certain area has the appropriate qualities, abilities, knowledge and skills to perform work, operations, complex works, etc. with high quality. The analysis of the content of the key and professional competence of a teacher of professional training allows to allocate a place for his professional formation and professional activity readiness for a reasonable choice of pedagogical technologies of interaction with subjects of educational process. Synonyms of the term «interaction» are cooperation, commonwealth, cooperation, reciprocity, exchange, mutuality, mutual influence, teamwork, playfulness, close communication. The manifestation of pedagogical interaction occurs in the mutual communication and mutual activity of the subjects of the educational process. The main functions of communication are communicative, informative, cognitive, emotional, cognitive, creative. During pedagogical interaction, communication is a tool for influencing educational recipients. It should be noted that, according to modern approaches, the number of parties involved in pedagogical interaction in the educational process is not limited by a certain quantitative value. Innovative technologies, in particular, interactive ones, take their place in order to form the readiness of future teachers of professional education for pedagogical interaction. With regard to the pedagogical process, innovation means introducing new things into the goals, content, methods and forms of learning and education, organizing joint activities of the educator and the learner. Interactive learning is a dialogue learning, this dialogue is based on the interaction of the educator and the learner. In today's context, to achieve an equal partnership in the educational process, we must strive for a friendly, democratic style of communication. Originality. The scientific significance of the results of the conducted research is to highlight the importance of the process of forming future teachers' readiness for pedagogical interaction. On the basis of the conducted analysis the components of pedagogical interaction are defined: communication and joint activity of participants of educational process. Conclusion. Qualified worker can be trained qualitatively by a pedagogical worker who possesses competences in terms of which the high level of his preparation for pedagogical interaction is manifested. Further research is aimed at defining the structure of readiness of a professional education teacher for pedagogical interaction, as well as to substantiate the model of its formation in the conditions of a university.