Methodological fundamentals of developing andragogical competence of teachers in higher educational establishments

У статті розглянуто методологічні засади розвитку андрагогічної компетентності педагогів у закладах вищої освіти. Вказано, що розвиток андрагогічної компетентності педагогів спрямований на підвищення готовності до роботи з дорослою аудиторією. Зазначено, що використання фундаментальної, загальнонаукової та конкретнонаукової методології є основою для наукового обґрунтування результатів дослідження проблеми розвитку андрагогічної компетентності педагогів, визначення наукових принципів і підходів на основі яких воно базується, а також здійснення вибору пізнавальних засобів, методів і прийомів.The methodological bases of developing andragogical competence of teachers in higher educational establishments are considered in the article. It is noted that in the conditions of dynamic socio-economic changes and gradual transition to reproductive resources, transformation and redistribution of different types of capital there is a demand for moral and socio-professionally developed personality who is able to solve problems of different levels of complexity. It is indicated that the development of andragogical competence of teachers in higher educational establishments is aimed at increasing readiness to work with adult audiences, which includes the ability to identify educational needs and requests, take into account the motivation, learning, group dynamics of adult audiences, apply moderation, facilitation, mentoring the audience to interaction during learning, to determine learning outcomes, to encourage the audience to reflect. It is noted that the use of fundamental methodology (the principle of dialectics, determinism, isomorphism) contributes to understanding the essence of the development of andragogical competence of teachers and its purpose. It is pointed out that the methodological basis of research at the level of general scientific methodology are laws, principles, general logical and empirical methods that reveal the patterns of development of andragogical competence of teachers in higher educational establishments. It is noted that they allow to agree on the conceptual apparatus, to determine the factors, preconditions, as well as approaches aimed at solving the research problem. The essence of historical, terminological and cognitive principles, as well as activity, informational, axiological (value), competence, individual and andragogical approaches to the study of the development of andragogical competence of teachers is revealed. It is noted that the methodological basis of the research at the specific scientific level is the concept of pedagogical skill of I.A. Ziaziun. Based on it, the emphasis is put on the importance for the teacher: 1) to carry out lifelong learning; 2) to update knowledge, skills and abilities; 3) to develop professional and personal qualities; 4) to gain new experience; 5) to master the scientific methodology