MEANING AND STRUCTURE OF PROFESSIONAL COMPETENCE OF FUTURE PRESCHOOL TEACHERS

Introduction. Modern development of society requires special conditions for the organization of training of future preschool teachers, intensive introduction of innovative educational technologies in working with children. To organize this process, it is important to have a professionally competent teacher capable of personal and professional development. The creating of professional competence in any field is a painstaking and long-term work to acquire a set of theoretical knowledge and practical skills. In view of this, the urgent problem of higher education remains the training of future specialists in preschool education, the formation of their professional competence, without which it is impossible to implement a harmonious upbringing and education of preschool children. Purpose. The aim of the article is to theoretically substantiate the meaning and structural components of professional competence of future preschool teacher, as well as to formulate the author's interpretation of the concept based on the analysis of psychological and pedagogical intelligence. Methods. The comparative analysis of psychological and pedagogical, philosophical, methodical literature on the studied issue is carried out; the normative and legal educational documents are studied; analysis, synthesis and systematization are used. Theoretical and methodical analysis of basic concepts revealed the content of the studied terms. Results. Various aspects of the issue of developing of professional competence of preschool teachers were studied in the scientific works of G. Belenko, A. Bogush, O. Dubaseniuk, N. Guziy, L. Zagorodnya, I. Zyazyun, O. Kononko, O. Pekhota, T. Ponimanska and etc. The concept of «professional competence» is analyzed, which allows making certain generalizations, namely: professional competence involves the possession of relevant professional knowledge and skills, the formation of professional orientations and motives. The author's interpretation of this concept is formulated: professional competence is a person's ability to successfully pursue professional activities in preschool education, which arises from a dynamic combination of knowledge of preschool psychology and pedagogy, skills, ways of thinking, views, professional qualities and attitudes to work with preschool children. For the effective formation of professional competence of future preschool teachers, its structure was determined. Originality. Based on the analysis of pedagogical works, it has been identified the following structural components of professional competence of future preschool teacher: motivational-cognitive, behavioral-activity, communicative-reflective. Motivational and cognitive component implies the presence of positive motives and needs for the developing of professional competence and psychological, pedagogical and methodological knowledge in the field of preschool education. Behavioral-activity – is a set of skills that ensures the successful implementation of professional functions of educators of preschool education. Conclusions. The article deals with the contribute to the formation of professional competence of future preschool teachers on the basis of technological approach, allow them to be prepared for professional activities, analysis and diagnosis of the results of their own work; to acquire professional knowledge and skills that will contribute to the achievement of high results; independent solution of professional tasks. The components of professional competence that we have identified are interconnected, interdependent, influential, and each is productive only if there are others that are sufficiently formed.