METHODOLOGY OF TEACHING IN THE CATEGORICAL FIELD OF PROFESSIONAL TRAINING OF HIGHER SCHOOL TEACHER

Abstract

The article deals with the problems of teaching methods in the categorical field of professional training of higher education teachers which testify to the multifaceted scientific directions of the studied concept in the theory and methods of professional pedagogical training of higher education teachers. The dynamics of development of such concepts as "science", "subject", "teaching method", "methodical competence" are directly proportional to the individual content and quality characteristics and opportunities for their use by a high school teacher who is able to ensure the general direction of learning in a particular methodological system. In the methodological system, methods are ways to achieve goals and content, the embodiment of psychological mechanisms of education and training. Focusing on the implementation of various methodological systems opens up the possibility of simplifying the procedure for selecting specific
methods and making them more coherent, harmonious and interactive. Methodological systems do not exist in its pure form in real conditions. These are abstract models that are needed to clarify the structure, nature and capabilities of each type of learning. In real learning systems, the selected types and corresponding teaching methods are used in certain combinations and complement each other. There is no and obviously cannot be any universal method or methodical system of teaching. Training is always based on a certain composition of methods taking into account the specific
goals, conditions and circumstances of training. The article pays appropriate attention to the issue of methodological competence, the formation of which is embodied through the purposeful development of pedagogical science, methodological literacy, methodological thinking, methodological reflection and methodological culture. A high
school teacher can implement his/her own methodological competence, see the degree of its formation and ability to use the acquired competencies, choosing adequate training methods in the process of training during his or her first independent steps in professional activity, during pedagogical practice and in the process of direct participation in educational process of higher educational institutions.