МОДЕЛЬ РОЗВИТКУ ПРОФЕСІЙНО-ПЕДАГОГІЧНОЇ КОМПЕТЕНТНОСТІ ВИКЛАДАЧІВ ФАХОВИХ ДИСЦИПЛІН ТЕХНІЧНИХ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

The article presents a theoretical justification of the structure and content of the structural-functional model for developing professional-pedagogical competence in lecturers of professional disciplines from technical universities. The analyzed pedagogical experience and use of modelling of pedagogical processes, as one of the methods of cognition during research, have made it possible to determine programme- and target-related, theoretical and methodological, activity-oriented and technological, monitoring and result-oriented components of the structuralfunctional model. The article specifies that the programme- and target-related block of the model consists of goals and objectives of developing professional-pedagogical competence in lecturers of professional disciplines. The theoretical and methodological block encompasses methodological approaches, principles and functions, which serve as a foundation for developing the competence under study. The activity-oriented and technological block includes pedagogical conditions, professional programme, traditional and innovative forms of learning, pedagogical conditions, innovative methods of learning, tools, stages of the technology for developing professional-pedagogical competence in lecturers. At the same time, the article shows that development of professional-pedagogical competence involves gradual realization of the model (motivational and target-related, content-related, activity-oriented and procedural, reflexive and result-oriented components). It indicates that the monitoring and result-oriented block of the structural-functional model combines a component-based structure of developing professionalpedagogical competence in lecturers (cognitive and intellectual, personal and motivational, functional and technological, social and communicative, reflexive and regulative components), criteria (axiological and motivational, integrative and theoretical, activity-related and operational, personal and communicative, evaluative and reflexive), levels (adjustive, regulatory, productive, self-organizational) and final results. The article concludes that the proposed model is a dynamic system and acts as a tool of feedback aimed at continuing development of professional-pedagogical competence in lecturers of professional disciplines from technical universities. Further research should lie in determining the content of the technology for developing professional-pedagogical competence in lecturers of professional disciplines from technical universities under the conditions of postgraduate teacher training.