SCIENTIFIC AND METHODOLOGICAL SUPPORT FOR TRAINING TEACHERS TO IMPLEMENT COMPETENCY-ORIENTED LEARNING AND TEACHING

Abstract

The article considers the development of an innovative product in the education system, notably the scientific and methodological support for training teachers to implement competency-­oriented learning and teaching in institutions of general secondary education. The goal and objectives of the article which specify the substantive content of the scientific and methodological support for training teachers to implement competency-­oriented learning and teaching in institutions of general secondary education, based on determined criteria, are framed. Those included the didactic and pedagogic context (achieving educational goals through the development of key competencies; a well-defined arrangement of the education process as a system of the scientific-­methodological and pedagogical activities; focusing of the education content on intensification of learning-­cognitive activities and personal development of learners; maximum use of cognitive and development potential of teaching aids) as well as psychological and pedagogical perspectives (teacher ability to respond to changes, flexibility in decision-­making, the ability to overcome patterns of thinking and actions; teacher preparedness to comply with new challenges).
The scientific and methodological support for training teachers to implement competency-­oriented learning and teaching is represented as an outcome, which includes practical guides “Competency-­oriented Learning and Teaching: Essence, Forms and Methods”, “Methodological Features of Training Teachers to Implement Competency-­oriented Learning and Teaching”, and the syllabus “Implementation of Competency-­oriented Learning and Teaching”. In the text of the article, the structure and a brief content overview of the manuals and the curricula are included. Furthermore, the impact of the extensive use of the aforementioned scientific and methodological support in the process of teacher self-training, which contributed to improving teacher professional expertise and developing the competencies of learners of institutions of general secondary education, is ascertained.
The conclusions of the study are that the introduction of the scientific and methodological support for training teachers to implement competency-­oriented learning and teaching, which is developed on the basis of the determined criteria, enhances professional self-actualization, which has a positive impact on the process of formation of learner competencies.