A TECHNOLOGY FOR DEVELOPING PROFESSIONAL COMPETENCÅ OF VOCATIONAL TRAINING TEACHERS

Abstract

The relevance of constant professional development for teaching staff in professional (vocational) education schools (P(V)E schools) is conditional upon the innovative changes in education, the modernization of educational and industrial technologies and the elaboration of effective models and mechanisms of training highly qualified personnel. The professional development of masters of vocational training is correlated with the development of their professional competency, integrating the so-called systematic build-up of new knowledge and experience.
 The article aims to justify a particular technology for developing professional competency in masters of vocational training from P(V)E schools.
 Methods include a theoretical analysis of scientific works, a study of practical experience, systematization, generalization and a pedagogical experiment.
 Results. The results of the survey of teaching staff (including masters of vocational training) regarding the final level of professional motives confirm the following: a high level – 29%, a sufficient level – 56%, an average level – 15%. The results of these specialists’ self-assessment of their readiness for professional development are as follows: a high level – 48%, a sufficient level – 47%, an average level – 5%. The paper proves that there appears to be a need to discover some optimal technologies for developing professional competency in masters of vocational training, given the conditions for elaborating modern models of teacher education. An algorithm for designing the technology for developing professional competency in masters of vocational training from P(V)E schools includes a scientific aspect (defining and adhering to targets, objectives, methodological and other principles of professional education), a procedural aspect (modelling the content, forms and ...
 Conclusions. The paper presents the technology for developing professional competency in masters of vocational training from P(V)E schools as a psycho-pedagogical process organized according to an appropriate algorithm, whose implementation should result in the professional development of masters of vocational training.