TEACHING OF PSYCHOLOGICAL AND PEDAGOGICAL DISCIPLINES AS A FACTOR OF PERSONAL AND PROFESSIONAL GROWTH OF FUTURE EDUCATORS: METHODICAL ASPECT

Abstract

The article explores the role of teaching psychological and pedagogical disciplines in higher education institutions as a key factor in the personal and professional growth of future educators. Particular attention is paid to the methodological aspect of the educational process, which encompasses the development of methodological culture among both lecturers and students, the improvement of teaching technologies, and the implementation of innovative approaches to learning. The study analyzes the essence and core components of the methodological training of future teachers, as well as the main functions of the educational components within the psychological and pedagogical cycle that ensure the effectiveness of the learning process (practical-organizational, informational, prognostic, and heuristic). It is substantiated that the methodological activity of a university lecturer is a holistic and dynamic system that develops according to its own internal logic and is continuously shaped by professional experience. It represents a form of conscious pedagogical reflection that integrates an understanding of educational patterns with a commitment to enhancing the content, methods, and technologies of instruction. The article outlines the structural elements of this activity (goal-setting, organizational, diagnostic, and result-oriented) and characterizes its key forms – educational-methodological, scientific-methodological, and organizational-methodological – along with their functional purpose. The study presents a set of modern technological and methodological tools and offers practical recommendations for creating conditions that support the development of a methodological system aimed at fostering the personal potential and professional growth of students. It also examines the experience of leading global universities, particularly in terms of interdisciplinarity, learner-centered approaches, the cultivation of critical thinking, and the use of innovative pedagogical technologies.