114
www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2024.73.01.9
How to Cite:
Kozak, L., Popovych, O., Ivanova, V., Harashchenko, L., & Teslenko, S. (2024). Teaching professional competence in preschool
education. Amazonia Investiga, 13(73), 114-127. https://doi.org/10.34069/AI/2024.73.01.9
Teaching professional competence in preschool education
Професійна компетентність вихователя у дошкільній освіті
Received: November 27, 2023 Accepted: January 27, 2024
Written by:
Liudmyla Kozak1
https://orcid.org/0000-0002-4528-1905
Oksana Popovych2
https://orcid.org/0000-0002-0321-048X
Victoria Ivanova3
https://orcid.org/0000-0003-3954-9407
Larysa Harashchenko4
https://orcid.org/0000-0002-7847-632X
Svitlana Teslenko5
https://orcid.org/0000-0003-3780-6641
Abstract
The article clarifies the theoretical foundations of
the content of the teacher's professional
competence; we will single out the types of
professional competence of the educator in the
context of readiness to work in the environment
of the preschool education institution, on which
the maturity and formation of the specialist are
based in professional activity. At various stages
of our research, the following general scientific
research methods were used: theoretical and
empirical. The professional competence of the
educator in the context of readiness to work in
the environment of the preschool education
institution was studied, its main components
were substantiated; the skills that the teacher's
professional competence should include are
listed; the stages of formation of professional
competence of future educators are shown. In
accordance with the modern educational
conditions of the formation of the professional
competence of the teacher, the structure of the
system of professional training of teachers of
1
Doctor of Pedagogical Sciences, Professor, Professor of the Department of Preschool Education, Borys Grinchenko Kyiv University,
Ukraine. WoS Researcher ID: AAM-8500-2021
2
Candidate of Pedagogical Sciences, Associate Professor of the Department of Preschool and Special Education, Dean of the Faculty
of Pedagogy, Mukachevo State University, Ukraine. WoS Researcher ID: AAJ-9245-2021
3
Doctor of Pedagogical Sciences, Associate Professor, Professor of the Department of Preschool and Special Education, Mukachevo
State University, Ukraine. WoS Researcher ID: AAD-7484-2020
4
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Preschool Education, Borys
Grinchenko Kyiv University, Ukraine. WoS Researcher ID: ACZ-5762-2022
5
Candidate of Pedagogical Sciences, V.O. Sukhomlynskyi Mykolaiv National University, Ukraine. WoS Researcher ID:
GYQ-1527-2022
Kozak, L., Popovych, O., Ivanova, V., Harashchenko, L., Teslenko, S. / Volume 13 - Issue 73: 114-127 / January, 2024
Volume 13 - Issue 73
/ January 2024
115
http:// www.amazoniainvestiga.info ISSN 2322- 6307
preschool education institutions is considered.
During an experimental study (we surveyed
students of pedagogical specialties), we
discovered the effectiveness of using Wiki-
technologies for the formation of the professional
competence of an educator in the context of
readiness to work in the environment of a
preschool educational institution.
Keywords: formation of professional
competence of a teacher in a higher education
institution, readiness for work, preschool
education institutions, Wiki technology, digital
technologies.
Introduction
Civilizational challenges of modern times
generally require significant changes in the
system of training specialists. Special importance
in the world education policy is attached to the
activity of the teacher because it is the teacher
who implements the state policy of the
development of national science, the creation of
the spiritual and intellectual potential of the
nation, and the development of personality
culture. The formation of an innovative modern
education system provides an opportunity for the
development of all education systems, for the
preparation of a new generation of teachers, in
particular for the preschool education system,
where there is also an update of the content, a
restructuring of the interaction in the "educator-
preschooler" system.
In the system of preschool education, innovative
educational directions make high demands on the
professional competence of the educator,
requiring a new type of teacher. In the life of
society, stable and long-term progress is
impossible without changing the attitude towards
the formation of professionals in the first,
preschool, is the most important link of
education. Because the child's cognitive interests
will be formed at an early age, so he will continue
to work on the improvement of the entire state in
general and his own intelligence, in particular
Yurii Kalichak (2018), throughout his life.
Because preschool education is an important
emphasis in the healthy psychophysiological
development of children, and their upbringing
and is an important stage in the life of every
individual, we note that this process, at the first
stage of a child's life, is the responsibility of both
teachers and parents with whom the child
communicates directly to the period of youth,
starting from an early age. Therefore, for the
effective and efficient upbringing and education
of preschool children, it is necessary to ensure
professional quality training of future preschool
teachers, providing them with advanced
theoretical knowledge for future pedagogical
activities and providing opportunities for their
innovative practical training, because preschool
children need such a qualified teacher, which will
ensure an effective educational process in a
preschool education institution (Bezliudna &
Muzyka, 2023).
Therefore, in connection with the need to train a
competitive, competent specialist for further
effective work in the dynamically changing
conditions of a children's educational institution,
who will be able to independently solve
professional tasks, creatively approach their
solution, will be ready for self-improvement and
constant self-education, we believe that he has
the professional competence of the teacher
should be formed in the context of readiness to
work in the environment of the preschool
education institution. And this is the main task of
modern higher education.
In the article, we considered the main issues,
such as:
1. Theoretical foundations of the content of the
teacher's professional competence in the
context of readiness to work in the
environment of a preschool education
institution.
2. Types of professional competence.
3. The main components of a teacher's
professional competence.
4. Basic skills are inherent in the professional
competence of the educator in the context of
readiness for work.
5. Stages of the process of developing the
professional competence of future
educators.
116
www.amazoniainvestiga.info ISSN 2322- 6307
6. The structure of the system of professional
training of teachers of preschool education
institutions.
7. Finding out the level of readiness of future
educators of preschool education institutions
for partnership interaction is a necessary
condition for the formation of the
professional competence of a specialist in
the context of his readiness to work in the
environment of a preschool education
institution.
8. Determination of the state of formation of
the teacher's professional competence in the
context of readiness to work in the
environment of the preschool education
institution.
9. Implementation of information and
communication technologies, modern digital
technologies, use of convenient and
effective information and communication
technology services, one of which is Wiki
technology, in the educational process of the
institution of higher education to form the
professional competence of the educator.
10. The effectiveness of using Wiki
technologies for the formation of the
professional competence of an educator in
the context of readiness to work in the
environment of a preschool education
institution.
Literature review
Global changes taking place in the world lead to
the restructuring of views, habits, psychology,
beliefs, social roles, and moral values of future
teachers of preschool education institutions.
Therefore, it is timely, in the format of the
implementation of psychological and
pedagogical support for educators, to consider
the change of emphasis in the paradigm of work
with the pedagogical staff of preschool education
in the conditions of the modernization of the
education system T. Telychko (2020). The author
established that psychological and pedagogical
support necessarily involves interaction and
cooperation and is a complete, continuous
process. The main components (psychological
and organizational-educational (pedagogical) of
psychological-pedagogical support of
professional training of future educators are
singled out. For the professional training of
future teachers of preschool education
institutions, a program of psychological and
pedagogical support has been developed, which
contributes to the motivation of achieving
success, increasing the tolerance of a specialist,
forming ideas about oneself as a successful
person, career orientations, and reducing
resistance. The system of principles and methods
of organization and construction of practical and
theoretical activities is disclosed.
L. Zdanevych, O. Kurylo, & O. Popovych (2019)
devoted their research to the problems of
developing the creative potential of future
educators and the training of future specialists in
preschool education institutions. The important
tasks of higher education institutions regarding
the development of the creative personality of the
teacher of the preschool education institution to
develop the creative personality of the preschool
child are singled out. The means, techniques, and
methods of scientific research, with the help of
which the future specialist receives new
knowledge about real reality, are listed.
The analysis of the content of the concepts
"competence" and "competence", their
components, and their essential application can
be seen in the works of many scientists. O. Koshil
(2018), taking into account the definitions of the
basic concepts "competence", "competence", and
"design", examines the concept of "project
competence" and shows future educators the
features and algorithm of the formation of project
competence in the process of professional
training. For the formation of project competence
in future educators, automatic content and
technological support have been developed,
which effectively affects the specified process.
Reveals the essence of the concept of
"professional competence of a preschool teacher"
by L. Mashkina (2019) and substantiates the
main components of professional competence,
describing the stages of formation of this
competence. The importance of communicative,
developmental, prognostic, diagnostic, and other
types of competencies for the educator of
preschool children is shown. The role of the main
components of professional competence is
shown: substantive, motivational, reflective,
personal, etc. The stages of formation of
professional competence of future educators of
preschool children are described during the
educational process. The content and ways of
forming the professional competence of
preschool education specialists were considered
by Yu. Kalichak (2018). The author defines the
components of professional competence;
innovative approaches to the organization of
professional training of future educators of
preschool children were analyzed; taking into
account the latest approaches to raising children,
the conditions for their creative self-realization in
the field of preschool education are substantiated.
The impact of modern concepts of preschool
education on the training of highly qualified
Volume 13 - Issue 73
/ January 2024
117
http:// www.amazoniainvestiga.info ISSN 2322- 6307
specialists is shown, effective approaches to the
organization of the educational process in
preschool education institutions are
substantiated: personally oriented, competence-
based, and activity-based. The content of the
concepts and methods of science is revealed, and
their scope of application is shown.
Scientists K. Shovsh, O. Bida, & A. Margitych
(2022) raise topical issues of professional
training of future preschool education specialists.
In the professional training of educators of
preschool education institutions, the authors
show ways of developing new approaches to the
methods and technologies of professional
training of future educators and outline the
components of the formation of professional
qualities of professional training of future
educators. Qualitative training of a preschool
teacher includes interdisciplinary and intra-
disciplinary integration, implementation of
personal activity, and systemic approaches. The
essence of the approaches to the organization of
the educational process in institutions of higher
pedagogical education, which are necessary for
the training of preschool teachers: axiological;
personally oriented; competence; humanistic;
interdisciplinary; technological; and activity.
Also, various approaches to the professional
training of future teachers of preschool education
institutions are highlighted, aspects of their
development of professional and personal
qualities of A. Anishchuk's (2020) personality is
shown. The main principles of organizing the
process of their professional training are
theoretically justified for future specialists in
preschool education. Attention is focused on the
principle of integrability, which is the basis for
improving the content of education and ensures
high-quality teacher training. Effective
educational technologies and stages of
professional training of preschool specialists are
highlighted, and the essence of the competence
approach with the aim of a high level of training
of a competitive specialist is revealed. Ways of
learning, carrying out certain activities, methods
of achieving results are shown.
To increase the level of professional training of
preschool teachers, scientists suggest the use of
information and communication technologies
and the use of distance learning in education. In
particular, O. Anisimova (2021) was offered a
toolkit of information and communication
technologies, participation in project activities,
the creation of a joint media product, the use of
electronic and mobile applications,
communication using blogs, social networks,
chat correspondence, the use of ICT tools in the
process of emotional stability, in the work of the
Discussion Club, restoration of working
capacity, presentation of the results of
pedagogical research in the format of a webinar,
adjustments for future activities. In the system of
professional training of future educators, the
possibilities of using distance learning are
characterized, and the components of
professional training are shown: invariant,
fundamental, and variable. The methods of
scientific research in relation to the selected
research problem are determined, as a set of
defined techniques, rules, norms, methods of
learning a certain object or phenomenon.
In the context of professional training of future
teachers to work with children of preschool age,
V. Bezliudna, & Ya. Muzyka (2023) investigated
and highlighted the features of the development
of higher pedagogical education in the USA.
Based on various approaches to the professional
training of future teachers, the authors followed
the stages of development and establishment of
higher pedagogical education. In the context of
working with preschool children, understanding
the modern features of the professional training
of teachers, scientific intelligence in the USA is
relevant, which is useful for students, teachers,
and scientists, to get acquainted with the
historical context of the development of higher
pedagogical education in the USA.
So, in the analyzed works, we see a timely
change of emphasis in the paradigm of working
with the pedagogical staff of preschool education
in the context of the modernization of the
education system in the format of the
implementation of psychological and
pedagogical support for educators. Scientists
devoted their research to the problems of
developing the creative potential of future
educators and training future specialists of
preschool education institutions. Scientists
clarified the essence of the concepts
"competence" and "competence", "design",
"project competence", "creativity",
"personality", "creative potential of an
individual", "professional competence of a
preschool teacher", "professional competence"
and the justification of the creative potential of
future educators of preschool education
institutions are presented; the peculiarities of the
content of pedagogical education and its
structure in the USA are described, modern
trends in higher pedagogical education are
outlined, the influence of political and socio-
economic factors on the process of professional
training of educators is highlighted.
118
www.amazoniainvestiga.info ISSN 2322- 6307
Due to the unconditional importance of modern
research, the problem of the formation of
professional competence among future teachers
of preschool educational institutions is
insufficiently researched and requires new
approaches to its solution, systematization, and
theoretical generalization. The formation of
professional competence in the process of
studying professional and professionally oriented
disciplines, using computer technologies,
requires special attention.
However, as evidenced by the analysis of
psychological and pedagogical literature, there
are no works in the modern scientific space that
would systematically investigate the issue of
training future teachers of preschool education
institutions.
We consider such a situation unsatisfactory in
terms of the scientific understanding of
pedagogical problems given the public demand
for the training of a new generation of teachers
capable of working in an innovative educational
environment, showing innovative thinking in the
field of professional activity, in particular in
preschool education.
The expediency of the work is also determined
by the need to resolve several contradictions
revealed in the research process between:
− approval of a new philosophy of education,
which aims to form a personality with a high
level of culture, mobility, creativity,
adaptability to socio-economic changes, and
insufficient awareness of the potential of
educational innovations to achieve the set
goal;
− recognition of the role of preschool
childhood as a self-valuable stage of a
person's life, during which not only
prerequisites are formed, but also leading
personality traits that will determine his
direction, behavior, and activities
throughout his life, and the dominance of
stereotypes in the choice of content, forms,
methods, technologies of education and
education of preschool children;
− a social order to create an innovative
educational and educational environment for
preschool education and the real state of
readiness of preschool teachers to solve this
problem;
− the need for modern pedagogical practice to
ensure the preparation of future teachers of
preschool institutions for professional
competence and the lack of a substantiated
scientific and methodological system that
would ensure the formation of the readiness
of future educators for innovative
pedagogical activities at the stage of
obtaining professional education.
So, the relevance, theoretical and practical
significance of the problem of professional
competence of future preschool teachers, its
insufficient scientific development, as well as the
need to resolve the identified contradictions
determined the choice of the topic of our article.
The aim of the study. Identification of ways of
forming the professional competence of the
educator in the context of readiness to work in
the environment of the preschool education
institution.
Methodology
The research was carried out using a mixed
approach, with quantitative and qualitative
methods: theoretical – elaboration of
methodological provisions of scientific sources
for clarification, comparison, systematization of
theoretical bases and concepts of research, to
determine the state of solving the problem of the
formation of professional competence of the
educator; to analyze and clarify the practical
work of institutions of higher education in order
to identify the level of formation of the
professional competence of the educator in the
context of readiness to work in the environment
of the preschool education institution; design of
technologies, content, forms, methods of
formation of professional competence of the
educator; analysis and synthesis to determine the
formation of the educator's professional
competence, the development of the educator's
creative potential; distinguishing the types of
professional competence of the educator in the
context of readiness to work in the environment
of the preschool education institution, on which
the professional maturity and formation of the
specialist is based; examination of the process of
formation of professional competence of future
educators and substantiation of its main
components; empirical – questionnaires,
interviews to find out the level of readiness of
future educators of preschool education
institutions for partnership interaction, which is a
necessary condition for the formation of
professional competence of a specialist;
determination of the state of formation of the
educator's professional competence in the
context of readiness to work in the environment
of the preschool education institution; a written
and oral survey to investigate the effectiveness of
using Wiki technologies to form the professional
Volume 13 - Issue 73
/ January 2024
119
http:// www.amazoniainvestiga.info ISSN 2322- 6307
competence of an educator in the context of
readiness to work in the environment of a
preschool education institution and pedagogical
design to study the patterns of development of
the educational process; a pedagogical
experiment with the aim of identifying the level
of formation of the teacher's professional
competence in the context of readiness to work
in the environment of a preschool education
institution.
A pedagogical experiment was carried out to
evaluate the level of preparation of future
educators for collaborative interaction. The
survey covered 156 people who obtained a
degree in higher education "Bachelor".
Students in the 1st year of study showed the
following levels: 8.57% of respondents have a
highly formed level of readiness for partnership
interaction, 53.82% have a sufficient level,
32.58% have a contradictory level, and 5.03%
have an initial level. In the 2nd year of study,
there is an increase in the number of higher
education graduates with a highly developed
level. In the 3rd year of training, the indicators of
readiness for partnership interaction are as
follows: 8.93% of respondents have a highly
formed level of readiness, 51.98% have a
sufficient level, 32.89% have a contradictory
level, and 6.2% have an initial level. In the 4th
year, respondents showed the following results:
7.84% of respondents have a highly formed level,
54.28% have a sufficient level of readiness for
partnership interaction, 32.89% have a
conflicting level and 4.99% have an initial level.
Therefore, during 4 years of study, indicators of
readiness of future teachers of preschool
education institutions for partnership interaction
changed insignificantly.
During the experimental study, a questionnaire
was developed for students of higher education
and educators. 65 students majoring in
"Preschool Education" and 23 teachers of
preschool education institutions took part in the
study.
Therefore, the analysis of the questionnaires
showed that practicing educators and higher
education students have not developed
professional competence in the context of
readiness to work in the environment of a
preschool education institution, they are not
sufficiently familiar with modern digital
technologies, technological approaches, and
experience difficulties in choosing practical tasks
and exercises in class and practical activities.
To foster professional competence in future
educators in the context of their readiness to
work in the environment of a preschool education
institution, we proposed the introduction of
information and communication technologies,
modern digital technologies into the educational
process of a higher education institution, work
was carried out on the application of convenient
and effective information and communication
services in the educational process
communication technologies, one of which is
Wiki technology.
Results of the survey: 64.2% of respondents have
undergone adaptation to Wiki technologies;
78.3% of respondents liked using modern
technologies; 88.6% of respondents are satisfied
with Wiki technologies; 49.8% of respondents
did not necessarily want to use Wiki
technologies; 92.7% of respondents emphasize
the social benefits of Wiki technologies; 89.6%
of respondents are satisfied with the frequency
and effectiveness of teacher communication with
students; 24.2% of respondents see a negative
feature of Wiki technologies; 23.1% of
respondents note the information load, which is
associated with an increase in the amount of
homework, the need to independently process a
lot of information, the use of different
educational Wiki platforms by different teachers,
and insufficient feedback from teachers.
During the experimental study, we found that the
use of Wiki technologies is effective for the
formation of the professional competence of the
educator in the context of readiness to work in
the environment of the preschool education
institution.
The research was carried out based on activity,
system, personal, and competence approaches.
The survey was conducted online using the
Google Forms service, which made it possible to
compile statistics for each question and track the
answers received.
Results and discussion
Theoretical foundations of the content of the
teacher's professional competence in the
context of readiness to work in the
environment of a preschool education
institution.
In the professional training of future teachers of
preschool education institutions, there is a need,
which is caused by the development of new
120
www.amazoniainvestiga.info ISSN 2322- 6307
approaches to methods and technology in the
professional training of future specialists.
An integral component of the professional
training of future educators in the context of
readiness to work in the environment of a
preschool education institution is the formation
of professional qualities, which are one of the
most important factors in the professional
suitability of a specialist. They not only briefly
characterize the abilities of an individual,
developing in the process of learning and
practical training, but also organically enter into
their structure (Chagovets, 2015). Today,
scientists consider the training of future
specialists in preschool education as a
multifactorial structure, the main task of which is
the formation of each student's professional
skills, the professional competence of an
educator, the personal meaning of activity in the
context of readiness to work in the environment
of a preschool education institution and the
constant growth of the teacher's interest in
working with children, parents, development of
success in activities (Yaroslavtseva & Kuchai,
2020).
Types of professional competence.
Let's distinguish the types of professional
competence of the educator in the context of
readiness to work in the environment of the
preschool education institution, on which the
maturity and formation of the specialist are based
in a professional activity:
− socio-psychological competence is defined
as the property of an individual to effectively
interact with people, which aims to improve
interpersonal relationships in the education
system (choose adequate methods of
communication, and the ability to navigate
in social situations);
− in the combination of knowledge,
communication skills, and non-verbal skills
lies communicative competence;
− as the ability to communicate productively
in the conditions determined by the existing
pedagogical system, professional and
pedagogical competence is considered
(Bielienka, 2011).
The specified main types of professional
competence of the educator in the context of
readiness to work in the environment of the
preschool education institution require
clarification by the peculiarities of his
professional activity.
We consider the professional competence of a
teacher to be the ability to act successfully in
solving professional tasks based on knowledge,
skills, and practical experience. "The
professional competence of an educator involves
a set of professional and personal qualities
necessary for successful pedagogical activity"
(Kalichak, 2018).
The main components of a teacher's
professional competence.
Investigating the professional competence of a
teacher in the context of readiness to work in the
environment of a preschool education institution,
we substantiate its main components (Chagovets,
2015):
− a content component aimed at promoting the
successful professional activity of a teacher
including educational innovations in his
system of professional knowledge;
− the motivational component includes the
desire to work in the preschool field, positive
motivation for future activities in the field;
− the personal component includes a person's
professional and personal qualities,
including creativity, adaptability, empathy,
flexibility, initiative, love for children, etc.;
− the operational component provides mastery
of innovative pedagogical technologies and
professional thinking, enables the teacher to
acquire the skills to solve various
pedagogical tasks and problems that are
necessary for successful pedagogical work
with preschool children;
− the reflective component is such a
component of professional competence that
enables the educator to reflect, as well as to
carry out the processes of self-development,
self-improvement, and self-discovery.
Basic skills inherent in the professional
competence of the educator in the context of
readiness for work.
The professional competence of a teacher in the
context of readiness to work in the environment
of a preschool education institution should
include the following skills:
− creation of an atmosphere of personal
communication for the educator in the
context of readiness to work in the
environment of the preschool education
institution;
− ensuring the child's activity in various
directions: physical activity, cognitive
activity, speech activity, etc.;
Volume 13 - Issue 73
/ January 2024
121
http:// www.amazoniainvestiga.info ISSN 2322- 6307
− the ability of the educator to apply models of
those types of activities in the context of
readiness to work in the environment of the
preschool education institution, which the
preschooler needs, including educational
activities, games, communication, etc
(Puhach et al., 2021).
The preparation of future educators in the context
of readiness to work in the environment of a
preschool education institution and the formation
of their professional competence is carried out
during their studies at a higher education
institution, which includes not only educational
activities but also practical activities, i.e., the
future educators undergo various types of
pedagogical practice and auxiliary sources
acquisition of professional skills, knowledge,
skills (attending seminars, trainings,
conferences, reading additional literature, etc.)
(Ivanchuk et al., 2023).
Stages of the process of developing the
professional competence of future educators.
The process of developing the professional
competence of future educators in the context of
readiness to work in the environment of a
preschool education institution consists of
several stages.
1. stage. The student acquires the basis of
professional competence in the first years of
study, mastering certain motivational and
basic knowledge, and informational
components, in particular from professional
disciplines.
2. stage. The process of developing the
professional competence of future educators
is carried out thanks to the development of
psychological and pedagogical, general
cultural, communicative, creative
competencies (Holovan, 2008).
3. stage. Realization of professional needs
takes place, the knowledge of educators is
deepened and systematized in the context of
readiness to work in the environment of a
preschool education institution.
4th stage. Formation of professional competence
of future educators in the context of readiness to
work in the environment of a preschool education
institution in post-graduate education.
(Mashkina, 2019).
The structure of the system of professional
training of teachers of preschool education
institutions.
By the modern educational conditions of the
formation of the teacher's professional
competence in the context of readiness to work
in the environment of a preschool education
institution, we will consider the structure of the
system of professional training of teachers of
preschool education institutions.
It consists of three interconnected (fundamental,
invariant, variable) structural elements.
The modern educational model of three
constituent structural elements (three-subject
relations) involves the introduction of a third
subject of the information and communication
pedagogical environment into the traditional
educational model (teacher and learner). In this
way, an innovative system of fundamental
professional training is formed: "teacher –
learner – information and communication
pedagogical environment", in which all
components are equal active subjects of the
educational process, which is the first constituent
structural element. The information and
communication pedagogical environment
changes the functions and roles of all subjects of
education, taking over their functions in
fundamental training. It is the task of the
fundamental training of the educator in the
context of readiness to work in the environment
of the preschool education institution that is to
ensure optimal conditions for the education of
multifaceted and flexible scientific thinking,
mastering the modern methodology of
understanding reality and the scientific
information base, creating an internal need for
self-development and self-education throughout
life.
The second constituent structural element is
invariance (characterized by significant
stereotypy, and stability), dominated by: a focus
on preserving traditions, independence from
external influences; convergence and
integrability of processes, their generalization
and integrity; desire for order and heredity; and
insufficient flexibility (Ratsul et al., 2017).
The third component is variability: innovative
orientation, flexibility, accessibility to new
technologies and sciences; dynamics and
differentiation of internal processes, their
divergence, specificity, and dismemberment; the
dominance of differentiated knowledge;
dependence and instability from external
122
www.amazoniainvestiga.info ISSN 2322- 6307
changes. All three component structures of the
system of professional training of preschool
teachers are closely interconnected. A separate
element, its quality affects the general indicator
of the teacher's professional competence in the
context of readiness to work in the environment
of a preschool education institution (Bida et al.,
2019).
We see the implementation of the structural
components of the system of professional
training of preschool teachers in the acquisition
of soft skills that will help the future teacher to
improve his level of professionalism. This is a
lifelong process of dynamic personality
transformation (Anisimova, 2021).
Finding out the level of readiness of future
educators of preschool education institutions
for partnership interaction, which is a
necessary condition for the formation of
professional competence of a specialist in the
context of his readiness to work in the
environment of a preschool education
institution.
The level of mastery of each, considered by us,
the component of the balanced system of
professional training of teachers of preschool
education institutions makes it possible to
determine partnership interaction, which is a
necessary condition for the formation of
professional competence of the educator in the
context of readiness to work in the environment
of the preschool education institution.
Therefore, we conducted research at the Faculty
of Pedagogy. Purpose: to find out the level of
readiness of future educators of preschool
education institutions for partnership interaction.
The survey covered 156 people who obtained a
bachelor's degree.
We present the obtained results:
Students in the 1st year of study showed the
following levels: 8.57% of respondents have a
highly formed level of readiness for partnership
interaction, 53.82% have a sufficient level,
32.58% have a contradictory level, and 5.03%
have an initial level.
In the 2nd year of study, there is an increase in
the number of higher education graduates with a
highly developed level: 10.94%. But at the same
time, we observe a decrease in respondents to
47.92% of those who have a sufficient level of
readiness for partnership interaction; 35.5% of
respondents with a conflicting level of readiness
for partnership interaction, and 5.64% of
respondents with an initial level of readiness for
partnership interaction.
In the 3rd year of study, the indicators of
readiness for partnership interaction are as
follows: 8.93% of respondents have a highly
formed level of readiness, 51.98% have a
sufficient level of readiness for partnership
interaction, 32.89% have a contradictory level of
readiness for partnership interaction, 6.2% have
the initial level of readiness for partnership
interaction.
In the 4th year, respondents demonstrated the
following results: 7.84% of respondents have a
highly formed level of readiness for partnership
interaction, 54.28% have a sufficient level of
readiness for partnership interaction, 32.89%
have a contradictory level of readiness for
partnership interaction, and 4.99% have the
initial level of readiness for partnership
interaction. Therefore, during 4 years of study,
indicators of readiness of future teachers of
preschool education institutions for partnership
interaction changed insignificantly.
An analysis of possible reasons why students do
not experience a significant increase in the level
of preparation for joint interaction during 4 years
of study is made. Students show some frustration
with the practical component of their profession.
During the survey, higher education seekers
expressed a discrepancy between the
expectations of partnership interaction at the
stage of admission to the institution of higher
education and the state of real professional
training. We suggest that in institutions of higher
education, not enough attention is paid to
partnership interaction on the part of teachers,
which is unacceptable in the further professional
activity of future teachers of preschool education
institutions. Therefore, it is worth paying
attention to the issue of partner interaction when
studying at a higher education institution, during
the academic period, which is favorable for
consolidating knowledge, improving skills, and
developing partner interaction skills. Based on
the results of the research, we affirm the
necessary development of a working system for
the formation of future educators of preschool
education institutions of the qualities necessary
for effective professional activity.
Volume 13 - Issue 73
/ January 2024
123
http:// www.amazoniainvestiga.info ISSN 2322- 6307
Determination of the state of formation of the
teacher's professional competence in the
context of readiness to work in the
environment of the preschool education
institution.
During the experimental study, a questionnaire
was developed for students of higher education
and educators. 65 students majoring in
"Preschool Education" and 23 teachers of
preschool education institutions took part in the
study.
The following results were obtained.
The majority (57.8%) of educators and (71.6%)
of students answered the question of the
questionnaire "How do you understand the
concept of "professional competence of an
educator": not exactly and not specifically,
educators and students of higher education have
a generalized idea about the essence of the
concept.
The question of the questionnaire "What
innovative techniques and methods of work do
you use with children for their development?"
was aimed at finding out the innovativeness of
the teacher's work. The obtained results are as
follows: 77.3% of educators use creative tasks,
didactic games, and handouts (illustrations,
visualization); 28.2% use schematic teaching
aids in their work; and only 11.9% of educators
use digital technologies in their work with
children. Students' answers varied. In addition to
the mentioned techniques and work methods,
they used in practice: simulation of game
situations (64.2%), interactive forms of work
(49.9%), project method with children of older
preschool age (42.4%)), only 14.5% used digital
technologies when working with children.
To the question "Which tasks, in your opinion,
ensure the formation of a teacher's professional
competence in the context of readiness to work
in the environment of a preschool education
institution," the answers of teachers and students
of higher education practically did not differ.
48.7% of respondents noted that this is a task that
develops thinking; 32.3% pointed to tasks that
activate mental activity; 47.5% noted the
significance of game tasks for the ability to
compare, analyze, compare situations and
objects; 22.3% pointed to tasks with clearly
developed action algorithms; 14.5% showed
exercises for the development of intelligence and
thinking; the use of digital technologies was
indicated by 17.9% of respondents. The analysis
of the questionnaires shows that practicing
educators and students of higher education
during practice use traditional forms of working
with children do not sufficiently use online
platforms for the educational process, and are not
sufficiently familiar with modern digital methods
of child development.
The next question of the questionnaire asked to
find out what difficulties higher education
students and teachers of children's institutions
face when preparing for classes with preschool
children. The analysis of questionnaires showed
that 47.3% of educators and 65.7% of higher
education students experience difficulties in
choosing practical tasks for children; 27.8% of
educators and 44.2% of students of higher
education find it difficult to motivate children to
work in class and interest children in performing
the proposed tasks; 18.3% of educators and
21.2% of students of higher education experience
difficulties in being able to explain the material
to children in a comprehensible and
understandable way; 11.2% of educators and
7.2% of higher education students answered that
they experienced difficulties in the older group in
conducting classes with children.
Therefore, the analysis of the questionnaires
showed that practicing educators and higher
education students have not developed
professional competence in the context of
readiness to work in the environment of a
preschool education institution, they are not
sufficiently familiar with modern digital
technologies, technological approaches, and
experience difficulties in choosing practical tasks
and exercises in class and practical activities.
In addition, the difficulties faced by students and
teachers during preparation for classes were
discussed.
− inability to reconcile one's own actions with
the actions of other people;
− inability to adjust the content and forms of
partner interaction under the goal of partner
interaction;
− insufficient formation of a person's
volitional sphere, communicative and
organizational abilities;
− assertiveness of behavior, the ability to
appropriately say "no" without insulting the
opponent, make demands and constructively
conduct dialogue; make a request, etc.
124
www.amazoniainvestiga.info ISSN 2322- 6307
Implementation of information and
communication technologies, modern digital
technologies, use of convenient and effective
information and communication technology
services, one of which is Wiki technology, in
the educational process of the institution of
higher education to form the professional
competence of the educator.
To foster professional competence in future
educators in the context of their readiness to
work in the environment of a preschool education
institution, we proposed the introduction of
information and communication technologies,
modern digital technologies into the educational
process of a higher education institution, work
was carried out on the application of convenient
and effective information and communication
services in the educational process
communication technologies, one of which is
Wiki technology (Kravchenko et al., 2022).
The use of information and communication
technologies can automate information
processing, provide access to reliable sources of
information, accelerate optimal decision-
making, and relieve a person of routine work in
all areas of human activity. Such a process is the
driving force of the development of society. The
Internet becomes a necessary environment for a
person, where the modern educational process is
carried out, and it expands the framework of the
educational process of using information and
communication technologies. The most effective
and convenient information and communication
technology service is Wiki technology. "Wiki
technology is a tool for rapid creation and editing
of collective hypertext. Wiki technology
maintains links between different pages by
intuitively creating links to other pages and
displaying whether those pages exist. Wiki
technology aims to engage visitors in a
continuous process of creation and collaboration
that constantly changes the appearance of the
site. Wiki technology brings to the educational
process such pedagogical forms and methods as
cooperative learning, discussions, role-playing
and business games, situational analysis, the
project method, etc. (Lystopad et al., 2023).
Wiki technologies give greater freedom to
students of higher education and teachers,
allowing them to expand the independent work
of students of higher education and teachers to
use creative approaches in teaching; provide an
opportunity to use this service in classes, to
create creative collective projects within the
educational group, projects with participants of
other educational groups, where the interaction
of the teacher and students is at the center of the
educational process.
Therefore, for the formation of the teacher's
professional competence in the context of
readiness to work in the environment of a
preschool education institution, digitalization of
education must become an effective tool in his
future professional activity, without weakening
communication skills; without complicating his
life in the profession; allowing to intensify work
with preschool children (Lystopad et al., 2023).
Research on the effectiveness of using Wiki
technologies for the formation of the
professional competence of an educator in the
context of readiness to work in the
environment of a preschool education
institution.
To investigate the effectiveness of using Wiki
technologies for the formation of the teacher's
professional competence in the context of
readiness to work in the environment of a
preschool education institution, and to identify
the degree of satisfaction with the Wiki
technologies format, a questionnaire was
conducted among students of pedagogical
specialties.
The survey was conducted online using the
Google Forms service, which made it possible to
compile statistics for each question and track the
answers received. The questions were developed
to determine the effectiveness of using Wiki
technologies.
Survey results:
64.2% of respondents were adapted to Wiki
technologies;
78.3% of respondents liked to use modern
technologies, to work together in a team, to be
able to make changes to the site;
88.6% of respondents are satisfied with Wiki
technologies;
49.8% of respondents did not necessarily want to
use Wiki technologies when studying all
educational disciplines, other respondents had
the opposite opinion (Wiki technologies should
necessarily be used);
92.7% of respondents emphasize the social
benefits of Wiki technologies;
89.6% of respondents are satisfied with the
frequency and effectiveness of teacher
communication with students;
24.2% of respondents see a negative feature of
Wiki technologies (reduction of eye contact, live
communication, personal attention of the teacher,
Volume 13 - Issue 73
/ January 2024
125
http:// www.amazoniainvestiga.info ISSN 2322- 6307
social interaction with teachers and other
students of higher education, student group
atmosphere);
23.1% of respondents note the information load,
which is associated with an increase in the
amount of homework, the need to independently
process a lot of information, the use of different
educational Wiki platforms by different teachers,
and insufficient feedback from teachers. "This
problem can be solved with the help of online
consultations and closer communication with
teachers through messengers. The main
advantage of Wiki projects is that the quality of
the content is controlled by the virtual
community" (Lystopad et al., 2023) surveyed
students of pedagogical specialties.
We have analyzed the advantages and
disadvantages of using Wiki-technologies in the
formation of the professional competence of
educators.
As a result, the most effective advantages of Wiki
technologies for the formation of professional
competence of educators are highlighted. This is
primarily: implementation of effective
information interaction; creation of an effective
educational information environment for the
formation of professional competence of
educators based on Wiki technology;
organization of effective management and
pedagogical supervision; providing access to
information resources for all participants in the
educational process; formation of network
communities.
Disadvantages of using Wiki-technologies in the
formation of professional competence of
educators: privacy issues; copyright and
intellectual property; the unreliability of
information; the impossibility of structuring;
duplication of information; with the help of a text
communication channel, making it difficult to
express emotions; psychological problems of
Internet communication: aggression in the
network, Internet addiction, etc.
Conclusions
We clarified the theoretical foundations of the
content of the teacher's professional
competence; let's distinguish the types of
professional competence of the educator in the
context of readiness to work in the
environment of the preschool education
institution, on which the maturity and
formation of the specialist are based in
professional activity.
The professional competence of the educator
in the context of readiness to work in the
environment of the preschool education
institution was studied, and its main
components were substantiated.
The skills that should include the professional
competence of an educator are listed; the
stages of formation of professional
competence of future educators in the context
of readiness to work in the environment of a
preschool education institution are shown.
By the modern educational conditions of the
formation of the professional competence of
the teacher, the structure of the system of
professional training of teachers of preschool
education institutions is considered. The level
of readiness of future educators of preschool
education institutions for partnership
interaction, which is a necessary condition for
the formation of professional competence of a
specialist in the context of his readiness to
work in the environment of a preschool
education institution, has been clarified.
The state of formation of the educator's
professional competence in the context of his
readiness for work is clarified.
The importance of introducing into the
educational process of a higher education
institution: information and communication
technologies, modern digital technologies, and
the use of convenient and effective services of
information and communication technologies,
one of which is Wiki technology to form the
professional competence of an educator, is
shown.
A study of the effectiveness of the use of Wiki
technologies for the formation of the
professional competence of the educator in the
context of readiness to work in the
environment of the preschool education
institution was conducted.
We have formulated recommendations for
improving the professional competence of
educators: formation of a flexible system of
continuous teacher education; formation of a
methodical environment for educators;
professional interaction with colleagues,
participation in group and collective innovative
forms of methodological work; the educator's
innovative approach to improving the level of
professional competence; self-educational
activity (planned and episodic) of the educator
with the aim of improving professional
126
www.amazoniainvestiga.info ISSN 2322- 6307
competence; compilation of the educator's
creative portfolio; self-development, self-
education, self-improvement of professional
competence; reflection of own activity; creation
of an informational and educational space for
improving the professional competence of
educators with equal access of all educators to
informational and educational resources;
readiness of educators for innovative activities,
priority of educational technologies;
organization of research and research work of
educators with the aim of improving professional
competence; raising the cultural and general
educational levels of educators.
Further work will be focused on the practice of
using collaborative learning, in which students
of higher education study in groups, cooperate,
and discuss issues with students and teachers,
which develops teamwork skills,
communication skills, and the ability to self-
develop.
Bibliographic references
Anishchuk, A. M. (2020). Professional training
of future specialists of preschool education.
Scientific notes of the Nizhyn Mykola Gogol
State University. Series "Psychological and
pedagogical sciences", 4, 59-67.
http://lib.ndu.edu.ua/dspace/handle/1234567
89/1985 (In Ukrainian).
Anisimova, O. E. (2021). Use of distance
learning tools in the professional training of
future teachers of pre-school education
institutions. Electronic scientific publication
"Open educational electronic environment of
the modern university", (10), 10-19.
https://doi.org/10.28925/2414-
0325.2021.102 (In Ukrainian).
Bezliudna, V., & Muzyka, Ya. (2023). Features
of the development of higher teaching
education in the context of professional
training of future teachers to work with
preschool children in the USA. Problems of
modern teacher training, 1(27), 82-90.
https://doi.org/10.31499/2307-
4914.1(27).2023.278745 (In Ukrainian).
Bida, O., Kuchai, O., & Chychuk, A. (2019). The
state of research on the development of
intelligence and giftedness in children of
preschool age in the works of domestic and
foreign scientists. Mountain School of the
Ukrainian Carpathians, 20, 5-10.
https://scijournals.pnu.edu.ua/index.php/msu
c/article/view/803/864
Bielienka, H. V. (2011). Formation of
professional competence of a modern
preschool teacher: monograph. Borys
Grinchenko Kyiv Metropolitan University.
(In Ukrainian).
Chagovets, A. (2015). Modern professional
training of future teachers of preschool
educational institutions: Theoretical aspect.
Horizons, 1, 99-102.
http://nbuv.gov.ua/UJRN/obrii_2015_1_31
(In Ukrainian).
Holovan, M. S. (2008). Competence and
competence: theory experience, theory of
experience. Higher education of Ukraine, 3,
23-30.
https://core.ac.uk/download/pdf/324272272.
pdf (In Ukrainian).
Ivanchuk , S., Moshura , V., & Zelenin, V.
(2023). Training future educators to develop
ecological knowledge of preschool and
school children. Revista Eduweb, 17(2),
126-137. https://doi.org/10.46502/issn.1856-
7576/2023.17.02.11
Kalichak, Yu. (2018). Developing the
competence of preschool teachers in the
process of professional training. Youth and
Market, 6(161), 65-70.
https://doi.org/10.24919/2308-
4634.2018.136870 (In Ukrainian).
Koshil, O. (2018). Features of formating the
project competence for future teachers of
preschool education. Educational Discourse,
1-2(20-21), 303-311.
http://nbuv.gov.ua/UJRN/osdys_2018_1-
2_25 (In Ukrainian).
Kravchenko, T., Varga, L.,
Lypchanko-Kovachyk, O., Chinchoy, A.,
Yevtushenko, N., Syladii, I., & Kuchai, O.
(2022). Improving the Professional
Competence of a Specialist in Poland by
Implementing Multimedia Technologies.
International Journal of Computer Science
and Network Security, 22(9), 51-58. DOI:
https://doi.org/10.22937/IJCSNS.2022.22.9.
8
Lystopad, O., Mardarova, I., & Hudanych N.
(2023). Using WIKI technologies in the
professional training of future teachers of
preschool educational institutions. Oleksandr
Dovzhenko Hlukhiv National Pedagogical
University bulletin. Series: pedagogical
sciences, 51, 55-66. DOI: 10.31376/2410-
0897-2023-1-51-55-65 (In Ukrainian).
Marrero-Sánchez, O., & Vergara-Romero, A.
(2023). Competencia digital del estudiante
universitario. Una actualización sistemática y
bibliográfica. Amazonia Investiga, 12(67),
9-18.
https://doi.org/10.34069/AI/2023.67.07.1
Mashkina, L. (2019). Formation of professional
competence of future educators of preschool
children in the educational process of higher
Volume 13 - Issue 73
/ January 2024
127
http:// www.amazoniainvestiga.info ISSN 2322- 6307
education institutions. Youth and Market,
1(168), 80-84. https://acortar.link/9imzrP (In
Ukrainian).
Puhach, S., Avramenko, K., Michalchenko, N.,
Chychuk, A., Kuchai, O., & Demchenko, I.
(2021). Formation of Specialists’ Legal
Competence in the System of Life Long
Education. Romanian Magazine for
Multidimensional Education, 13(4), 91-112.
https://doi.org/10.18662/rrem/13.4/472
Ratsul, O.A., Zavitrenko, D.H., & Kuchai, O.V.
(2017). Peculiarities of verbal associations of
the environment of preschool age children
with mental retardation. Science and
Education, 10, 34-40.
https://scienceandeducation.pdpu.edu.ua/arti
cles/2017-10-doc/2017-10-st21 (In
Ukrainian).
Shovsh, K. S., Bida, O. A., & Margitych A. I.
(2022). Features of professional training of
future preschool education specialists.
Proceedings. Series: Pedagogical Sciences,
(207), 376-380.
https://doi.org/10.36550/2415-7988-2022-1-
207-376-380
Telychko, T. V. (2020). Psychological-
pedagogical support of professional training
of future educators of preschool education
institutions. Scientific journal of the M.P.
Drahomanov NPU. Series 5. Pedagogical
sciences: realities and prospects, 73(2),
88-91. https://doi.org/10.31392/NPU-
nc.series5.2020.73-2.20 (In Ukrainian).
Yaroslavtseva, M. I., & Kuchai, O. V. (2020).
Sand art as a means of moral and aesthetic
education of preschool children. Spirituality
of personality: methodology, theory and
practice, 98(5), 249-261.
https://doi.org/10.33216/2220-6310-2020-
98-5-249-261 (In Ukrainian).
Zdanevych, L. V., Kurylo, O. Y., &
Popovych, O. M. (2019). The Development
of creative potential of future teachers of
preschool education institutions in the
process of professional training. Scientific
journal "Innovative Pedagogy", 18(1), 187-
190. https://doi.org/10.32843/2663-6085-
2019-18-1-39 (In Ukrainian).