Professional-synergetic scientific-methodic competency of teachers in the postgraduate pedagogical education system

This article analyzes synergetic parameters of pedagogy as determinants of creative learning, reveals conceptual, theoretical-methodological, functional and competence bases of synergetic pedagogy formation as a new interdisciplinary field of the professional-pedagogic activity. There is determined the author definition of the notion “synergetically oriented scientific-methodical competence of teachers” as a multi-component integral system of equivalent general (universal, key) and professional competences, realized through all learning stages during life by combining, mutually using and adding forms, methods, means and technologies, creating the methodical support of the educational process and based on it, scientific statements and argued results as a consequence of making studies in a certain field of science, solving complicated scientific-theoretical or practical problems. There are defined and concretized system qualities, abilities, readiness to form the professional-synergetic scientific-methodical competence of teachers. There is considered in detail the importance of the professional-synergetic scientific-methodical competence of teachers, conditioned by its functions: for teachers: self-determination, self-motivation; self-reflection and creativity; self-education, self-improvement and self-development self-realization and self-regulation adaptive socialization; ego-protection; self-prophylaxis and self-rehabilitation; for a staff of postgraduate pedagogical educational institutions: treating-monitoring functions; organizational-projecting; methodical, methodological; partner-socializing; psychological-emotional; supporting-realizing; analytic-regulating. There is concretized, that depending on content of the professional-synergetic scientific methodical competence of teachers, educators and levels of cognitive and technological operational components, main functional groups of partial competences are determined: functional-philosophical, general scientific, concrete scientific, scientific-methodical competence and their structure is determined for defining the categorical apparatus and terminological base of this study. There is summarized, that the effectiveness of forming the professional-synergetic scientific methodical competence of teachers in the system of postgraduate pedagogical education, from our point of view, depends on integration of possibilities of its realization in formal, non-formal and informal education. It is vitally important for a teacher, educator to realize continuous professional education, applying innovative forms and methods, forming a personality of students and also demonstrating such attitude to learning on own example, realizing own individual educational trajector