Axiological determinants of preschool teachers’ gender competence

The article analyzes the axiological determinants of preschool teachers’ gender competence. We have defined the differences of gender role and gender approaches to preschool education. The specific negative consequences of gender role approach to modeling of educational environment are concretized. Based on methodological substantiation of the humanistic paradigm in education we have defined the concept of teacher gender competence as a professionally significant position of educator focising on egalitarian values, modeling educational environment, forming social aspects of gender. The method of self-examination acts as a diagnostic standard for assessing the level of teacher gender competence development, it includes an assessment of the levels of competences development in particular and in general. These levels are methodical, productive and reproductive. The peculiarity of teacher gender competence formation is its focus on andragogical learning principles. The system of interactions in different communicative environments includes four stages - orienting, cognitive, practical and reflexive evaluative.