PEDAGOGICAL TASK AS MEANS OF FORMING FUTURE PRESCHOOL TEACHER'S PROFESSIONAL ABILITIES

professional abilities. It is aimed at specification of the content of the notion "professional abilities" and revealing the peculiarities of using pedagogical tasks in training process with the aim of their formation. The results of theoretical analysis prove that pedagogical abilities are a significant component of professional and pedagogical competency, the process of pedagogical activity becomes impossible without them. The elements of activity and operational component of future preschool teachers' readiness for the organization of children's cognitive activity at preschool institution were the main groups of professional and pedagogical abilities; analytical, prognostic, constructive, projective, gnostical, organizational, communicative, diagnostic and reflexive. In this research the formation of the system of future teachers' professional abilities was carried out with the help of various methods, many of them were maximally close to professional activity; they activated students' training and cognitive activity. The value of a pedagogical task as a method is that it enables future preschool teachers to act like a pedagogue working with children or like a child carrying out adult's tasks. It contributes to creative use of theoretical knowledge and the formation of professional abilities based upon it. In our opinion, the most effective method is the use of the following situations: microsituation, situation-illustration, situation-problem, pedagogical tasks as long as they allow developing pedagogical way of thinking and oral speech, that is, to teach students to recognize the general pedagogical essence of a definite phenomenon, the problem which has to be solved, to consider it and to provide its logical grounding and clear solution to this problem. In the process of discussing a situation the students learn to listen to each other, ask question and answer them, accept one's opinion and by consolidated efforts to come to a certain conclusion. The use of active teaching methods contributed to the effective adoption of professional abilities, since the improvement of training and educational process quality is the main aim of activation. Special attention was paid to interactive teaching methods. The method of given situations provides an opportunity to implement the system of subject -subject relations in different directions of interaction between its participants: teacher - student, student - student, teacher - subgroup, student - subgroup etc. The use of this method at different stages of training and cognitive process contributes to gradual and systematic formation of the main groups of students' professional and pedagogical abilities as well as future specialists' personality formation.