SYSTEM FOR IMPROVING THE TEACHING OF PSYCHOLOGICAL AND PEDAGOGICAL DISCIPLINES IN HIGHER EDUCATION INSTITUTION

The article is devoted to the exploration and clarification of the structural components of the system for improving the teaching of psychological and pedagogical disciplines in higher education establishments of Ukraine within national, regional, and individual needs-based dimensions. The phenomenon of enhancing the psychological and pedagogical training of future specialists is revealed through the lens of key methodological approaches relevant to the study (holistic, systemic, subject-oriented, cultural, personal, activity-based, etc.). The system is built on the basis of the leading conceptual ideas: 1. The definition of the system structure is derived from taking into account the needs for: 1) achieving its status as a holistic system in the context of acquiring specific holistic properties and the ability to function at different levels in accordance with the strategic long-term goals of social, regional, and personal development; 2) transforming interdependent movements towards the subjectivity of the entire institution, department, teacher, and student into key guidelines for improving the varieties of their specific activities related to the renewal of psychological and pedagogical education; 3) establishing innovation as the highest-priority direction for increasing the efficiency of the departments of pedagogy and psychology; 4) motivating and organizing, by a higher education teacher, the varieties of student self-activity as a leading means of their personal and professional development; 5) updating scientific ideas about the personal and professional self-development of a future specialist. 2. The leading regulatory principles for developing the value-content aspect of the system’s components are two requirements: 1) the principle of expanding the content from general professional psychopedagogical to professional and narrowly specialized; 2) the principle of structuring it in a way that ensures both integration and differentiation. 3. The priority characteristic of the technologies used in teaching psychological and pedagogical disciplines is holistic and developmental. The following structural components and elements of a multi-level system as a special integrity are revealed: 1) at the level of the entire system: target (strategic long-term goals in the national-need and regional-need dimensions); 2) at the level of a higher educational establishment: institutional-transformative (elements: conceptual-target; program-modernization); 3) at the level of the department: activity-innovative (elements: goal-setting; value-content; technological-methodological); 4) at the level of the teacher’s personality: managerial-self-activity-based (elements: self-management; motivational; organizational-self-activity-based; stimulating; monitoring); 5) at the level of the student's personality: personal and professional self-developmental (elements: value-motivational; cognitive-developmental; affective-self-regulatory; communicative-reflective).