STUDY OF THE PROBLEM OF PROFESSIONAL COMPETENCE OF THE FUTURE TEACHER OF BIOLOGY: METHODOLOGICAL APPROACHES

Introduction. One of the most important tasks of reforming and modernizing the national education system of Ukraine is the introduction of new approaches to the process of developing the professional competence of the teacher, who remains a key figure in all educational systems. This necessitates a review of traditional approaches to the training of future teachers in a higher educational institution. Formation of students' professionalism, competence, mobility and quick adaptation to new conditions of educational activity should become priority tasks of their professional development.Purpose. The purpose of the study was to consider modern methodological approaches to the formation of professional competence of future biology teachers. Methods. During the research, the following research methods were used: analysis of scientific literature on the problem of implementing methodological approaches during the formation of professional competence of future biology teachers; comparison, systematization and generalization of the works of scientists regarding methodological approaches in the formation of the concept of «professional competence». Results. The article examines the essence and functions of methodological approaches and determines their importance for the scientific justification of the problem under study. The research methodology of the problem of formation of professional competence of future biology teachers has been identified and characterized. Attention is focused on the views of scientists regarding the practical application of philosophical, general scientific, concrete scientific and technological levels of methodology, which became the basis for the formation of professional competence of teachers. At the philosophical level, the research problem is considered on the basis of a dialectical approach. At the general scientific level, aspects of the research were considered on the basis of systemic, professional activity, competence and reflexive and innovative approaches. At the specific scientific level, the implementation of person-oriented, resource-oriented, environmental and axiological approaches is highlighted. Originality. Professional training of future teachers is designed to help applicants in their professional development, achievement of professional and social goals. The priority tasks of higher education institutions arethe development of the natural gifts and abilities of higher education seekers, their interests, which will contribute to social self-determination, the education of a true citizen of a free and independent country. That is why institutions of higher education face the task of preserving the fundamental nature of education, strengthening the practical and deepening the life orientation of the content of education, which should be as close as possible to the needs and values of the student's personality (moral, spiritual, aesthetic, material, cultural, etc.), and the quality of education - to the demands of society. Conclusion. The results of the study made it possible to single out those methodological approaches that most correspond to the professional training of future biology teachers. Among them are systemic, professional- activity, competence-based, reflexive-innovative, person-oriented, resource-oriented, environmental and axiological. The mentioned approaches do not contradict each other, but on the contrary, they complement each other, which ensures the choice of the tactics of scientific research, the appropriate forms, methods and means of training, as well as the content of the training of future specialists.