METHODOLOGY FOR DEVELOPING PROFESSIONAL AND METHODOLOGICAL COMPETENCE OF FUTURE TEACHERS BASED ON INTERNATIONAL EXPERIENCE

This article is devoted to the methodology for developing future teachers’ professional-methodological competence based on advanced international experience. The study provides a comparative analysis of mechanisms for methodological training and the formation of professional competencies of future teachers in the teacher education systems of Finland, Singapore, South Korea, Germany, the Netherlands, and Canada. Based on the analysis, five main components of the professional-methodological competence structure are scientifically substantiated: gnostic, constructive-design, organizational-activity, communicative-reflexive, and information-digital components. According to the research results, a methodology for the gradual (adaptation, reproductive, constructive, design, creative stages) development of future teachers’ professional-methodological competence has been developed.