Culture of democracy in the content of professional training of future teachers of preschool education institutions

Abstract

The article presents theoretical and methodological aspects of implementing a culture of democracy in the content of professional training for students of the A2 Preschool Education specialty. The necessity of introducing democratic values into the educational process is confirmed by analyzing the requirements of regulatory documents, identifying the main competencies of preschool education specialists, in accordance with the content of the professional standard «Preschool Education Teacher» and higher education standards. The democratic culture competence model encompasses values, attitudes, skills, knowledge, and critical understanding, which ensure the successful implementation of a culture of democracy in the educational process. The organizational and pedagogical conditions for the implementation of the culture of democracy in the process of professional training of applicants for the specialty A2 Preschool Education are highlighted, namely: updating and enriching the content of normative disciplines with the values of democracy («Preschool Pedagogy», «General Psychology», «Introduction to the Specialty», etc.); the implementation of selective educational components, the purpose of which is the formation of democratic values of applicants for education, the actualization of the basic principles of civil society, the development of critical and analytical thinking, the implementation of the goals of sustainable development of society («Socio-legal protection of motherhood and childhood», «Media culture of a modern teacher», «Partnership Pedagogy», etc.); using methods and techniques of educational activity ensuring dialogicity, partnership, freedom of choice for the development of critical and analytical thinking, communication skills, flexibility, resolution of conflict situations; use of resources of informal education for the development of civic competence and formation of democratic values of future educators («Democratic kindergarten: comfortable psychosocial environment for everyone», «Human rights in the educational space», «European mechanism for the protection of human rights», etc. ensuring student participation in self-governance bodies, as well as interpersonal relationships of participants in the educational process on the principles of partnership and democracy.