Abstract
The article aims to elaborate certain patterns of formation of organizational and managerial expertise of futureteachers of technology and entrepreneurship. The main study approaches were integrative, expertise and activityapproaches defining methodology, content and technology of forming organizational and managerial expertise offuture teachers.The presented pattern of organizational and managerial expertise of future technology andentrepreneurship teachers includes the following sections: regulatory and target, theoretical andmethodological, algorithmic, procedural and productive-evaluative sections. This article material can beuseful for high school professors who offer specific training for future technology and entrepreneurshipteachers, for teachers and school managers within specific training courses and when enhancing professionalskills of technology and entrepreneurship teachers.
Highlights
The need to obtain basics in technology education is an emerging trend, existing as a response to challenges of social development, creative and organizational development of individual, offering professional and everyday life skills as well as willingness to act according to market conditions while preserving national crafts and traditions
This article material can be useful for high school professors who offer specific training for future technology and entrepreneurship teachers, for teachers and school managers within specific training courses and when enhancing professional skills of technology and entrepreneurship teachers
The link of pedagogy with technical sciences, natural sciences and socio-economic sciences lies in the basis of professional training of future technology and entrepreneurship teachers
Summary
The need to obtain basics in technology education is an emerging trend, existing as a response to challenges of social development, creative and organizational development of individual, offering professional and everyday life skills as well as willingness to act according to market conditions while preserving national crafts and traditions. In the domestic secondary education system, the subject discipline "Technology" covers all stages of education starting from first up to 11th grade. It performs several functions: adaptation, self-determination, implementation of gifts and skills of student based on acquired knowledge and types of activities, which correspond to the targets of student’s participation in social and non-professional work, as well as forms their mindset, values and ideals (Lerner, 1999). - planning of work and training processes (selection of study material, work instruments, production technologies and teaching methods); - taking into account cognitive abilities and creativity of students; - arranging and managing practical activities of students; www.ccsenet.org/ass
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