PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF UNIVERSITY TEACHER COMPETENCE DEVELOPMENT

Abstract

The article is devoted to the development of approaches for enhancing the competence of university teachers, which is particularly relevant in the context of rapid changes in educational and professional environments. Personalized learning methods are explored, including the use of digital platforms for individualized professional growth, which foster not only the acquisition of new knowledge but also the development of critically important flexibility in educational activities. Emphasis is placed on the significance of reflective practices, which enable educators to analyze their own activities, identify growth areas, and systematize their teaching experience. Particular attention is given to innovative practices such as the rotation of disciplines and roles, which promote interdisciplinary collaboration and enrich the pedagogical toolkit of teachers. An additional focus is on micro-research conducted by educators within the educational process, which ensures a deep understanding of student needs and the adaptation of teaching methods to meet modern demands. Pedagogical hackathons and educational marathons are presented as dynamic formats of interaction between teachers and students, fostering the creation of a new educational culture centered on collaborative creativity and solving relevant challenges. A key element of the article is the idea of actively utilizing feedback from students and colleagues, which not only helps refine teaching practices but also strengthens the professional community. The article highlights the importance of integrating new professional development formats aimed at ensuring the competitiveness of educators and improving the quality of the educational process in universities.