FOSTERING THE CAREER BUILDING COMPETENCE IN STUDENT TEACHERS OF HANDICRAFTS AND TECHNOLOGY: SCIENTIFIC AND EXPERIMENTAL APPROACH

Abstract

The study reveals the essential features of the concept of «fostering the career building competence in student teachers of Handicrafts and Technology» as a dynamic combination of knowledge, skills, thinking, views, values and other personal qualities that determine the ability of the student teachers of Handicrafts and Technology to set career goals, plan the career, awareness of their own career potential and, accordingly, to effectively build a career path, successfully overcoming career problems. The above is based on the examination of the approaches of scientists to the definition of key research concepts. Having used the scientific and experimental approach, the study determined and characterised the structure of the career building competence in student teachers of Handicrafts and Technology as the set of the components such as motivational, cognitive, activity, reflective. Accordingly, the study specified the criteria, indicators and levels - initial, low, medium, high - of the formation of the phenomenon under study. It also provided the characteristics of the development levels. Precisely, the indicators of the motivational criterion were as follows: 1) positive attitude to career building; 2) the desire for self-expression and self-realization in professional activities; 3) having the values aimed at developing the necessary competencies for a career in education. The cognitive criterion was characterized as having and constant updating of knowledge: 1) on the field of education, objects and types of the selected professional activity, 2) about the possible ways of career development, 3) on forecasting, career planning in the education system. The activity criterion was defined as a set of skills and abilities: 1) to get engaged in the professional activities at the stage of education; 2) rapidly adapt to professional activity in the dynamics of external conditions; 3) to gain experience in career growth. The reflexive criterion was interpreted as the ability to: 1) analyse the job market requirements for teachers of Handicrafts and Technology from the professional environment perspective; 2) assess opportunities for professional and career growth; 3) reflect on the ways to overcome career crises and solve careerproblems.