PEDAGOGICAL PREREQUISITES FOR TRAINING THE PRE-SERVICE TEACHERS OF HANDICRAFTS AND TECHNOLOGY TO BE READY TO SELF-DEVELOP THEIR PROFESSIONAL CAREER

Abstract

The article substantiates the importance of training pre-service teachers of handicrafts and technology to be ready to develop their professional career as a prerequisite for students to determine their individual professional preferences at the stage of higher education, master the tools of finding the niche in their professional life, adaptation in the workplace, further professional and career development, etc. The study reveals the scientists' approaches to the analysis of the specifics of training future teachers of handicrafts and technology, which allowed to specify the check-list of pedagogical prerequisites for the development of their professional careers, taking into account the specifics of their future professional activities. Using the method of expert evaluations, a survey was administered to the research and teaching staff of the National Pedagogical University named after MP Drahomanov, who work for the Department of Theory and Methods of Technological Education, Drawing and Computer Graphics of the Faculty of Engineering and Pedagogy (11 people), whose the purpose was to provide an expert evaluation of the list of optimal pedagogical prerequisites for readiness of the preservice teachers of handicrafts and technology for the career development. A number of pedagogical prerequisites for the training of future teachers of handicrafts and technology to be ready for the development of professional careers were categorised in blocks such as follows: organizational and methodological (availability of appropriate bodies interested in effective planning of students’ future professional careers; purposeful training of students on their career self-development; involvement in professional activities at the stage of study in an educational institution); motivational and goal-setting (fostering motivation for professional and personal self-development; formation of the adequate system of value and career orientations); contextual (introduction of career-professional context in the content of training; acquaintance with requirements of the market environment concerning realization of professional activity and conditions of career development).