СУТЬ І СТРУКТУРА МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ МАЙСТРІВ ВИРОБНИЧОГО НАВЧАННЯ ЗАКЛАДІВ ПРОФЕСІЙНОЇ (ПРОФЕСІЙНО-ТЕХНІЧНОЇ) ОСВІТИ АВТОМОБІЛЬНОЇ ГАЛУЗІ

The relevance of the study is driven by the importance of enhancing the methodological competence of vocational training masters in vocational (vocational-technical) education institutions. This is crucial for Ukraine's rapidly developing automotive industry, a strategically vital sector of the economy that requires competitive, professionally mobile specialists capable of swift adaptation during wartime and continuous professional development amidst the rapid evolution of production and digital technologies. Purpose: To analyze contemporary approaches to defining the essence and structure of methodological competence of vocational training masters in vocational (vocational-technical) education institutions of the automotive industry to improve the quality of their professional activities, and to identify directions and forms of its development. Methods: Theoretical analysis of official and scientific sources, as well as internet resources, was employed to ascertain the current state of research on the problem. The method of observation of the methodological activities of vocational training masters in vocational (vocational-technical) education institutions of the automotive industry was used to identify contemporary forms and directions for the development of their methodological competence. Results: Based on theoretical analysis, the state of research and existing approaches to understanding the structure, forms, and directions of methodological competence development for vocational training masters in vocational (vocational-technical) education institutions of the automotive industry were examined. Conclusions: It was determined that there is no unified approach to interpreting the concept of "methodological competence," necessitating its clarification. Methodological competence of vocational training masters is identified as a component of the professional-pedagogical competence of teaching staff, manifested in their methodological activities. It has a subjective character, as it is revealed in the educator's ability and readiness for creative self-realization. This competence is defined as the ability to effectively organize the educational and production process, based on a system of developed psychological-pedagogical, specialized, and methodological knowledge and skills, as well as experience in their application in professional-pedagogical activities (possessing thorough knowledge of the theory and methodology of subject teaching, mastering the technology of organizing the educational process, and being able to solve various methodological tasks). The components of the structure of methodological competence of a vocational training master were characterized (theoretical-methodological, subject-methodological, technological, organizational-managerial, and personal-deontological). Contemporary approaches to designing and organizing methodological activities should be based on the understanding of their goals as the comprehensive development of the educator's personality, encompassing both personal and professional qualities. A vocational training master needs to choose and build their own value system and master methods for creatively solving personal professional-methodological problems.