Abstract
Professional training of masters in higher education institutions, its effectiveness is largely determined by the level of pedagogical design of the training content of future teachers of general technical disciplines and teaching methods of technology, since it is the content that is designed to ensure the formation of a personality that has not only a system of special knowledge and professional actions, but also differs in formation professionally important competencies, the appropriate level of qualifications, taking into account world and European quality standards while maintaining national achievements and priorities, as well as capable of fruitful teaching activities in modern conditions. According to the results of the study it can be stated: when designing the content of training masters of technological education it is necessary to take into account the general principles of building the content of education and the principles of updating the content of training to the requirements of time; designing the content component of integrated modules of psychological-pedagogical and special-subject training involves determining their goals and objectives, selection of innovative content for each topic of the content module, selection of forms, methods and technologies of its implementation, determination of evaluation criteria and system of diagnostics of success of undergraduates; the content component of professional training of masters of technological education must contain knowledge and experience of innovative psychological-pedagogical and technical-technological activity of a teacher in the system of higher educational institution; the effectiveness of the content of professional training of future teachers of general technical disciplines and methods of teaching technology is determined by the effectiveness of professional activity, which can be characterized as the formation of professional and pedagogical competence, ability to professional and pedagogical self-development and self-improvement.
Highlights
The process of training specialists at the educational and qualification level "master" is considered as a pedagogical system consisting of a set of interconnected components and reflects the integrity of training, which is organized in accordance with the "Regulations on the organization of the educational process in higher education institutions" Ministry of Education of Ukraine of June 2, 1993 No 161. (1993)
Professional training of masters in higher pedagogical institutions of Ukraine, its effectiveness is largely determined by the level of pedagogical design of the training content of future teachers of general technical disciplines and methods of teaching technologies, since it is the content that is designed to ensure the formation of a personality that has a system of special knowledge and professional actions, and differs the formation of professionally important competencies, the appropriate level of qualifications, taking into account world and European quality standards while maintaining national achievements and priorities, as well as capable of fruitful teaching activities in modern conditions, Wіlеnsky H
The master's pedagogical process is notable for its complexity and exactingness, the complication of tasks and the introduction of new forms, methods and means of professional training of masters of technological education, the creation of an innovative psychological climate in the academic group based on solving situations and theoretical and pedagogical problems that are important for the development of professional potential
Summary
The process of training specialists at the educational and qualification level "master" is considered as a pedagogical system consisting of a set of interconnected components and reflects the integrity of training, which is organized in accordance with the "Regulations on the organization of the educational process in higher education institutions" Ministry of Education of Ukraine of June 2, 1993 No 161. (1993). According to Machynska (2013), when selecting and structuring the content of training future teachers of higher education, it is necessary to take into account the following aspects: a) the worldview value of the subject, makes it possible to understand the laws of social and natural development, to analyze social phenomena and innovation processes; b) the cognitive value of the subject, its possibilities for the development of the worldview of the future teacher, gives interesting, necessary knowledge, stimulates the development of the cognitive activity of each person; c) the social significance of the subject, its role in the scientific, social, cultural and economic life of the country; d) the practical significance of the subject for each student (connection with a certain profession, the ability to master useful skills and abilities); e) ease of mastering the subject in which the student is interested; f) the quality of teaching the specified subject. Correspondence between competencies and academic disciplines (modules) of the curriculum for the preparation of a master of technological education
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