PEDAGOGICAL PREREQUISITES FOR TRANSFORMING THE SUBJECT-SPECIFIC METHODOLOGICAL COMPETENCE OF INFORMATICS TEACHERS UNDER THE COMPETENCE-BASED EDUCATIONAL PARADIGM

Abstract

Summary. Introduction. The competence-based paradigm embedded in the New Ukrainian School reform significantly redefines the role of computer science education: from transmitting narrow digital skills to developing the full range of key competences. However, teacher preparation in informatics largely remains subject-centred, creating a gap between the regulatory goals of the State Standard and actual classroom practice.

Purpose. To theoretically substantiate the pedagogical preconditions for transforming the subject-methodological competence of informatics teachers and to reveal the essence of this transformed competence within the competence-based paradigm of general secondary education.

Methods. Theoretical methods included analysis of scholarly literature and regulatory documents, and comparative analysis of methodological activity models.

Results. The study reveals that informatics performs a dual function - it is both an independent educational domain and a universal instrumental environment for developing competences across other disciplines. A comparative analysis of the subject-centred and competence-based models demonstrated that their differences are systemic, spanning from the starting point of instructional design to evaluation criteria. The transformed subject-methodological competence is defined as an integrative professional capacity of the teacher to design, organise, assess, and reflectively improve informatics instruction as a competence-oriented educational environment.

Originality. The pedagogical preconditions for transforming the informatics teacher's subject-methodological competence within the current State Standard are substantiated for the first time. A comparative framework of two models of methodological activity is developed, and an original definition of the transformed competence is proposed.

Conclusion. The transformation of subject-methodological competence represents a systemic shift in the teacher's professional thinking rather than a superficial update of methodological tools. The findings provide a theoretical foundation for updating the content of pre-service informatics teacher education.