Development of professional competence in preschool teachers within a system of continuing education

Abstract

The article provides a comprehensive analysis of developing professional competencies in preschool teachers within a system of continuing education. The research is motivated by rapid changes in educational policy, the implementation of new Federal State Educational Standard of Preschool Education, the proliferation of inclusive practices, and the intensive digitalization of educational environment. The introduction of the ‘Teacher’ Professional Standard, which establishes qualitatively new requirements for educators’ professional competencies, underscores the importance of the topic in question. The paper analyzes structural components of the professional competence of a modern preschool teacher’s professional competence that extend beyond the traditional subject knowledge. The identifies and characterizes four key competencies: psychological and pedagogical (willingness to work with children with special educational needs and an understanding of age-related development patterns), subject-reincluding digital tools), communicative (effective interaction with children, parents, and colleagues), and reflective (self-analysis and the design of a professional growth trajectory). The methodological framework of the research incorporates competence-based and systematic approaches, alongside an analysis of regulatory documents and contemporary scientific literature on teacher education. The article offers a classification and detailed characteristics of effective formats for continuing teacher education, including formal (advanced training courses, internships) and informal (professional learning communities, mentoring, individual educational pathways) formats. Particular attention is paid to the role of self-education and reflexive practice as key mechanisms for professional growth, enabling the transformation of external knowledge into personally meaningful competencies. In conclusion, the article substantiates the necessity of creating a comprehensive, flexible system for the development of preschool personnel potential — one that integrates formal and informal learning formats through individual educational pathways. The findings suggest that only a systematic approach to continuing education can transform it from a formal requirement into an effective tool for enhancing the quality of preschool education and ensuring the professional competitiveness of teachers in the contemporary context.