FORMATION OF SUBJECT-METHODOLOGICAL COMPETENCE IN FUTURE TEACHERS

Abstract

The relevance of the problem is determined by the need to modify the content of professional training for future teachers in accordance with the requirements of the New Ukrainian School Concept and the Professional Standard for teachers of general secondary education institutions. The purpose of this article is to substantiate the content potential of pedagogy in forming subject- methodological competence in future teachers. To achieve this goal, the following tasks have been set: 1) to clarify the essence of subject-methodological competence in future teachers and to define the process of its formation; 2) to identify the content potential of the educational component (hereinafter referred to as EC) “Pedagogy” in the formation of subject-methodological competence in future teachers.Subject-methodological competence is interpreted as the ability of future teachers to master a range of competencies in their subject area and to select and apply content, methods, and organizational forms of the teaching process in general secondary education institutions, as well as to recognize this competence as a personal value, without which professional activity cannot be effective.The structure of subject-methodological competence is defined, including the ability to select and model content, use modern teaching methods and technologies, implement integrated learning, foster value-based attitudes in learners, and develop their key competencies.The article highlights the significant content potential of the educational component “Pedagogy” in forming subject-methodological competence among prospective teaching professionals. It is noted that through the modeling (microteaching) of lesson fragments in their subject specialty, future teachers develop subject-methodological skills in selecting content, methods, tools, and forms of organizing learning.