STRATEGIC CONCEPTS FOR DEVELOPMENT PROFESSIONAL-PEDAGOGICAL COMPETENCE OF A HIGHER EDUCATION INSTITUTION LECTURER

Abstract

The article analyzes the results of solving the problem of forming the professional-pedagogical competence of a higher education institution teacher. The determining role of contradictions in the processes of modernization of domestic higher education is characterized. An analysis of the latest research on the specified problem has been carried out. An analysis of the latest research on the specified issue has been conducted. It has been determined that the professional-pedagogical competence of a higher education institution instructor is a complex personal integrative-dynamic formation, the essence of which lies in its multifaceted nature and polyfunctional structure.

It reflects not only the volume of accumulated scientific and professional knowledge, but also the skills, abilities, and experience of their effective use during the implementation of professional functions in a higher education institution. The essential characteristics of the studied phenomenon and its components have been actualized, such as: educational-informational, research-experimental, communicative-managerial, psychological-pedagogical, reflective-projective. The strategic concepts for the formation of the researched phenomenon have been characterized, which envisage the implementation of the institution's own strategy for high-quality educational activities; the introduction of multi-subjectivity, multi-levelness, and multi-dimensionality of final educational outcomes; the realization of systemic scientific, educational, and innovative activities; the effective implementation of the internationalization strategy for the educational space; the formation of a specialist with an innovative type of thinking and an innovative type of culture; the formation of high professional functionality of the lecturer; the increase in the level of communicativeness of the university's educational environment; the enhancement of the level of fundamentality in the professional training of future specialists.