METHODOLOGICAL BASES OF FORMING THE FUTURE PRESCHOOL TEACHERS’ PROFESSIONAL COMPETENCE

Introduction. The article analyzes the problem of future preschool teachers' professional training. The problem is based on using the competent and technological approaches as the means of implementing the main idea of the modern education system. The purpose of the article is to highlight the issue of forming the future preschool teachers' professional competence basing on the competent and technological approaches. Methods. Analysis of psychological and educational literature and method of analogies are used. Results. The views of different researchers (H. Belienka, I. Dychkivska, O. Kononko, O. Levytska, T. Ponimanska, O. Kurok, L. Zahorodnia, I. Koriakina, N. Hordii, S. Titarenko, O. Shovkoplias, I. Savchenko etc.) on the problem of preschool teachers' professional training were discussed. In modern education, the term «competence» is being actively developed and studied. Analysis of theoretical studies in the field of professional competence has shown that the term «competence» is associated with a number of similar definitions, which form only one competence in general. Originality. The basic concepts of forming the professional competence are characterized. The contents and structure of the professional competence are revealed. The study discloses the peculiarities of implementing the competent and technological approaches in education. A competent approach is to enhance the role of the intellectual, communicative, moral, cognitive and informational educational components. The technological approach in the process of forming the future preschool teachers' professional competence is considered. Analysis of scientific works of A. Aleksiuk, Yu. Babanskyi, V. Bezpalko, H. Danylenko etc. represents the prospects and effectiveness of the technological approach to the process of forming the future preschool teachers' basic knowledge on subjects of the pedagogical cycle. Conclusion. The problem of forming the future preschool teachers' professional competence consequently is based on the competent and technological approaches. Their use in training of the future preschool teachers requires further researches.