QUASI-PROFESSIONAL ACTIVITIES IN THE FORMATION OF PEDAGOGICAL PARTNERSHIP COMPETENCE IN FUTURE EDUCATORS

Abstract

In the period of reforming the system of higher pedagogical education in Ukraine, the problem of forming the competence of pedagogical partnership in pedagogical workers in general and in particular in future educators is relevant and important for a scientific and practical solution, since it is their professional activity that involves the interaction of many participants in the educational process. The article reveals the role of quasi-professional activities of higher education students in the formation of pedagogical partnership competence in them. The purpose of the article is to analyze the quasi-professional activities of future educators in the formation of their pedagogical partnership competence, for the implementation of which it is necessary to solve the following tasks: revealing the content of the pedagogical partnership competence of future educators; determination of methodological aspects of the organization of quasi-professional activities of education seekers in the process of studying normative and selective educational components. Research methods: analysis, synthesis, generalization, modeling. The competence of pedagogical partnership is interpreted as the ability of future educators to successfully implement partnership pedagogy formed as a result of professional training. The principles of partnership pedagogy are defined: respect for the child’s personality; benevolent, humane attitude; trust and mutual respect in relationships; interpersonal interaction as a special type of activity manifested in communication, interaction and perception; tolerance. The result of partnership pedagogy determines the formation of the child’s personality with his worldview, worldview, and worldview. It is emphasized that contextual learning and quasi-professional activity of students is an important method of forming pedagogical partnership competence. The methodical foundations of the organization of quasi-professional activities of higher education seekers under the educational and professional program 012 Preschool education in the process of studying normative and selective educational components: admission to the specialty, preschool pedagogy, family pedagogy, social pedagogy are defined and characterized. Further research is needed to develop a toolkit for diagnosing the level of formation of pedagogical partnership competence in future educators and to search for new forms and methods of its formation.