Model development methodological competence future teachers of psychology

Abstract

The article discusses the actual problem of methodological competence formation of future psychology teachers in the learning process. A number of scientific studies devoted to the implementation of the competence-based approach in education and the definitions of its basic concepts are analyzed. It has been determined that an important part of a teacher’s professional
competence is a methodological component. The difficulties and contradictions of the process of forming the methodological competence of future psychology teachers are revealed. It is noted that they are associated with the predominance of the traditional approach to the methodological training of undergraduates of specialty 053 «Psychology». It has been determined  that the formation of the studied competence requires practical experience of methodological activity among future psychology teachers. A proposal is formulated to change the content and forms of their methodological training based on the competence-based approach. The necessity of developing a methodological competence model of future psychology teachers as a theoretical basis for the process of its formation is substantiated. The development of the model is based on the ideas of the stage-by-stage formation of mental actions theory,
developed by P.Ya. Halperin. The components of the methodological competence model of future psychology teachers are determined: motivational, cognitive, operational and control-corrective. Their detailed content has been developed, allowing to determine the goals and directions of the methodological training of undergraduates. The effectiveness of the use of
didactic design tools for the formation of the studied competence is noted. It is proposed to focus on the project form of undergraduates’ work in the discipline “Methods of teaching psychology in higher education”, which involves the development of didactic projects for training bachelors-psychologists. The developed projects are proposed to be tested during teaching practice. This approach allows future psychology teachers to have experience in methodological activity and contributes to the formation of their methodological competence.