Facilitative orientation of continuing education courses as a means of preschool teachers’ professional competence development

The paper discusses the features of implementation of additional professional training programs for preschool teachers. The author reveals a facilitative approach in organizing and teaching classes as models of a teacher and students relationship, based on care, organization and encouragement of teacher’s process of self-development. The paper describes two types of facilitation: social facilitation, which is seen as facilitating or reinforcing influence of social factors on the quality of the individual performance in the learning process, and pedagogical facilitation as a synergy (cooperation), the interdependence of the teacher and the group taking into account each student’s personal autonomy. The essence of pedagogical facilitation of additional professional education is presented as an active job in the group, as a result of which students will be able to analyze the problem and to make unconventional decision as professionals. In this regard, the task of the teacher is to involve students in the educational process and to share some managerial functions with the aim of creating conditions for a revival of deep interest to the subject (module) and promoting positive attitude to educational activity. Facilitative orientation of training courses for preschool teachers includes: creating conditions for a positive mood and understanding of prospects of professional improvement and personal growth; getting specific educational product that can «move» to a situation of professional activity (project, program, technology, etc.); providing prospects for further progress opportunities in the area of professional activities.