PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS ON THE BASIS OF INTERDISCIPLINARY APPROACH

Abstract

The article reveals the content and structure of training future educators on the basis of interdisciplinary approach. It was found that the essence of the concept of «professional training» is a system of organizational and pedagogical measures that ensure the formation of professional orientation, system of knowledge, skills, abilities and professional readiness, which is defined as the subjective state of self-esteem. capable and prepared to carry out certain professional activities and seeks to perform it. It is determined that in modern pedagogical theory and practice the principles of integration are key in the development of specific ways to improve the educational process. It is established that the interdisciplinary approach explains the relationship of all components of the educational process. An attempt has been made to substantiate the principles of interdisciplinary approach, which are leading in the development of goal setting, determining the content of education, its forms and methods at a particular stage of social development. It is generalized that the interdisciplinary approach in the formation of professional competence of future educators allows to integrate and differentiate the content of education by grouping problem modules from different blocks of disciplines, and shifts the emphasis in the teacher towards personality-oriented learning; informatization and computerization of professional training; introduction of test forms of control over the quality of knowledge. In particular, it is substantiated that under such conditions there is a strengthening of the methodological training of future educators by filling each block of disciplines with professionalpedagogical, value-semantic and philosophical content. It is established that the implementation of various pedagogical factors of positive influence on the process of forming professional / professional competence of future preschool teachers, allowed to specify the pedagogical conditions of professional training of future educators of preschool education on the basis of interdisciplinary approach: immersion of future educators in professional and motivational environment; promoting the targeted integration of future educators' knowledge of normative disciplines and combining new ways of working; implementation of interdisciplinary varied professionally oriented tasks in the professional training of future educators; intensification of competency-oriented self-educational activities of applicants for higher education.