THE PLACE OF ACTIVITY FOR DESIGN AND MODELING IN THE PROCESS OF FORMATION THE PROJECT-TECHNOLOGICAL COMPETENCE OF THE FUTURE TEACHERS OF TECHNOLOGIES

Abstract

The article is devoted to the distinguishing the place of activity for design and modeling in the process of formation the project-technological competence of the future teachers of technologies. The principles, purpose and functions of design and modeling are defined. A comparative review of design and modeling activities was carried out. In the process of studying the scientific sources, it is concluded that the project-technological competence of the future teachers of technologies is most often considered as the possession of pedagogical technologies of teaching and upbringing. This vision of the project-technological competence greatly narrows the perception of the general professional competence of the teacher of technologies. After all, the project-technological competence of the future teacher of technologies is the unity of his theoretical and practical readiness. It is noted that the formation of the project-technological competence of the future teachers of technologies will be more effective if: the competency approach is considered as an important task of education, and educational activity will involve the use of heuristic design methods in the formation of technological competence in the process of learning the basics of design and modeling; the individual peculiarities of formation of project-technological competence of the future teachers will be taken into account; complex project-technological competence will be ensured.