THE LEARNING CONDITIONS FOR THE PROFESSIONAL COMPETENCE DEVELOPMENT OF TEACHING STAFF AT COLLEGES

Abstract

The problem of the definition of the learning conditions for the professional competence development of teaching staff at colleges was substantiated as an actual scientific and practical task.

Under the scientific research, based on the logical rules of definition, the term "the learning conditions for the professional competence development of teaching staff at colleges" was formulated as the main methodological concept for achieving the research goal. In determining the processes of learning conditions for the development of the phenomenon under study, the acquisition of pioneers regarding the effectiveness of the development of the educational process, pedagogical phenomenon or object based on them was taken into account.

It was noted that it was worth considering the learning conditions in the context of the structure of the pedagogical system that included goals, tasks; content of education; methods, forms, technologies of education; control of students’ educational achievements. It has been proven that an experimentally determined and theoretically grounded learning conditions should have scientific novelty and present in its content new pedagogical knowledge.

The conceptual provisions of purposeful professional competence development of teaching staff at colleges were highlighted.

The specified learning conditions for the professional competence development of teaching staff at colleges were characterized with the implementation rules: formation of a flexible system of continuous professional development of teaching staff at a college; active interaction of the professional college with scientific institutions of the National Academy of Sciences of Ukraine, institutions of higher education, the Scientific and Methodological Centre of Higher and Professional Pre-Higher Education regarding the implementation of joint projects, organization of competitions, Olympiads, participation in the work of scientific and practical conferences, webinars, seminars, etc.; introduction in the college educational environment of progressive models of teachers’ professional development, in particular the principles of the learning organization concept.

It was concluded that all of the defined and substantiated learning conditions were aimed at the purposeful professional competence development of teaching staff at colleges.