Katiuk Ya. L. Psychological-andragogical conditions of professional competence development of methodological service employees in a process of advanced training

This article analyzes the psychological-andragogical conditions of professional competence developmentof methodological service employees in a process of advanced training. The concept of "andragogical competence" is considered here as a set of interrelated value-semantic orientations, psychological and andragogical knowledge, skills, experience, qualities of a teacher of postgraduate education, which help implement effectively andragogical interaction with adult listeners for their professional and personal development.

The  professional position of an andragog in the system of advanced training is justified in the article as a nondirective form of assistance aimed at promoting self-development and activation mechanisms of own resources of a category of methodological staff. The author determined objectives of psychological and andragogical support during advanced training: the psychological and andragogical diagnosis of methodological service employees;  creation of such learning environment that would provide individuality, flexibility and adaptability of training of methodological staff, a high level of their autonomy in the educational space of training courses; development of the capacity for self-determination, self-esteem, the need for continuous professional education and self-development; creating conditions for individual learning; assistance in solving problems of professional self-development of methodological service employees.

The educational process of advanced training courses is seen as an open dynamic system of interaction between adult students as subjects of learning and a team of teachers-andragogs, performing fasilitative and tutorial functions in the educational environment, created on the base of student-centered, andragogical, active approaches.

As for future prospects, there will be important a detailed study of psychological characteristics of adult learning in the professional development and the impact of emotional comfort during training on the development of their professional identity. Psychological factors of promoting the development of professional self-awareness of methodological service employees, including the terms of distant learning as leading, require further study.