Sheremet M., Havrilova N., Fedorenko S., Tyshchenko V., Milevska O., Tkach O., Pinchuk Y., Shvaliuk T., Konstantyniv O., Havrilov O. - Scientific, theoretical, and applied approaches to the formation of professional competencies in a speech therapist teacher

Contact: Maria Sheremet, Doctor of Pedagogical Sciences, Professor of the Department of Special Psychology and Medicine at the Ukrainian State University named after Mykhailo Drahomanov, Kyiv, Ukraine;

Natalia  Havrilova, Ph.D., Professor, Department of Speech Therapy and Special Techniques at Kamianets-Podilsky Ivan Ohienko National University;

Svitlana Fedorenko, Doctor of Pedagogical Sciences, Professor of the Department of Logopedics and Logopsychology at the Ukrainian State University named after Mykhailo Drahomanov, Kyiv, Ukraine;

Vladyslav Tyshchenko, Candidate of Pedagogical Sciences, Associate Professor of the Department of Logopedics and Logopsychology at the Ukrainian State University named after Mykhailo Drahomanov, Kyiv, Ukraine;

Olena Milevska, Ph.D. in Pedagogy, Associate Professor of the Department of Speech Therapy and Special Techniques at Kamianets-Podilskyi Ivan Ohienko National University;

Oksana Tkach, Ph.D. in Pedagogical Sciences, Senior Lecturer at the Chair of Speech Therapy and Special Methods at Kamianets-Podilskyi National Ivan Ohienko University;

Yulia Pinchuk, Candidate of Pedagogical Sciences, Associate Professor of the Department of Logopedics and Logopsychology at the Ukrainian State University named after Mykhailo Drahomanov, Kyiv, Ukraine;

Tetiana Shvaliuk, Candidate of Pedagogical Sciences, Associate Professor of the Department of Logopedics and Logopsychology at the Ukrainian State University named after Mykhailo Drahomanov, Kyiv, Ukraine;

Oksana Konstantyniv, PhD, Associate Professor of the Department of Speech Therapy and Special Methods at Kamianets-Podilsky National University named after Ivan Ogienko;

Oleksiy Havrilov, Ph.D., Professor, Department of Speech Therapy and Special Techniques at Kamianets-Podilsky Ivan Ohienko National University. The authors' research interests encompass the issues related to developing professional competencies in speech therapists.

The article encompasses scientific-theoretical and applied approaches to developing professional competencies in a speech therapist teacher, considering contemporary trends in the evolution of professional standards and qualifications in Ukraine. It outlines the principal pathways in the development of the state standard for the training of specialists in the field of Special Education (according to nosologies) with specialization in 016.01 Logopedics. These pathways allow for commencing the work related to the substantiation of scientific-theoretical approaches to shaping the professional standard of a speech therapist teacher, based on a competency-based approach and the establishment of cooperation with employers.
The objective of the professional activities of a speech therapist teacher is characterized. A generalized job title, "teacher-logopedist," is presented following the National Classifier of Professions, and names for typical positions are proposed, including "teacher-logopedist," "teacher-logopedist in inclusive education (under a labor contract)," and "specialist-consultant of the inclusive resource center." It is specified that the acquisition of professional qualifications takes place in higher education institutions, which are entities authorized by legislation for conferring/confirming and recognizing professional qualifications through the education and training of candidates at the first (bachelor's) and second (master's) levels of higher education in the field of Special Education, with specialization in 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy.  It is noted that professional development leading to the attainment of such professional qualifications occurs in accordance with the current legislation: - The titles of "teacher-logopedist," "specialist of the 2nd category," and "teacher-logopedist," "specialist of the 1st category," are conferred by attestation commissions at educational institutions, district, and municipal education authorities. At the same time, the training is conducted at the first (bachelor's) level of higher education specializing in 016 Special Education, with a focus on 016.01 Logopedics within the field of knowledge 01 Education/Pedagogy. The preparation and training for these qualifications occur at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions.
- The titles of "teacher-logopedist," "specialist of the highest category," "teacher-logopedist with the title of "senior teacher," and "teacher-logopedist with the title of "teacher-methodologist" are conferred by attestation commissions at educational institutions, regional education authorities, and attestation commissions at regional institutes of postgraduate education. The training for these qualifications is conducted at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions.
- The title of "specialist-consultant of the inclusive resource center" is conferred by attestation commissions at regional institutes of postgraduate education. The training for this qualification is conducted at the second (master's) level of higher education specializing in 016 Special Education, focusing on 016.01 Logopedics, within the field of knowledge 01 Education/Pedagogy in higher education institutions.
The article also analyzes the job functions as an integral part of the work of a teacher-logopedist. It offers a provisional description of the job functions of a teacher-logopedist.

Keywords: Competency-based approach, teacher-logopedist, job functions, professional standards, professional q