FORMATION OF METHODOLOGICAL COMPETENCE OF FUTURE HISTORY TEACHERS IN A HIGHER EDUCATION INSTITUTION

Abstract

The article reveals the features of the formation of methodological competence of future history teachers in a higher education institution. The relevance of the study is determined, which is due to the improvement of approaches to the methodology of teaching history in the institutions of general secondary education, the recognition of civics content as leading. An analysis of modern scientific research on the problem was conducted, which made it possible to highlight previously unresolved issues. Attention is focused on the formulation of keywords, among which «methodological competence» is outlined. It was found that the scientific-source platform contains a number of studies on the specified problem and provides grounds for the author’s interpretation of the concept as the ability of a future history teacher to implement the tasks formulated by the Concept of the New Ukrainian School, mastering psychological and pedagogical tools in the educational process, aimed at forming civic competence of schoolchildren, taking into account historical processes that took place in the development of society. The purpose of the article is to clarify the ways of forming methodological competence of future history teachers in higher education. The tasks were: to determine the components of methodological competence, to characterize the features of their formation in the process of teaching the methodology of teaching historical disciplines in a higher education institution. In the process of research, the author identified the components of methodological competence: informational-analytical, educational, technological and axiological. A brief analysis of each of them is given and methodological tools for their implementation are recommended. The focus is on the application of teaching methods and techniques, including: interactive, project-based, discussion-based, information-communication, and game-based. The focus is particularly placed on teaching trigger and controversial topics and the discussion method in various forms is recommended (debates, cross- and paradigmatic discussions, intellectual, card games, and others). Effective, in the author’s opinion, is the use of methodological materials of the Ukrainian Institute of National Remembrance, holding “Historical Event of the Week” moments, presentation of the results of scientific and research work by higher education students, and others.