The Technological Basis of Training Future Teachers of Agricultural Disciplines in Higher Education Institutions: Pedagogical Experience of Great Britain

Abstract

The article aims to develop a comprehensive pedagogical model for training future teachers of agrarian disciplines in the context of implementing a three-level pedagogical technology for educational process management (EPM). The pedagogical experience of Great Britain is under review, which can be used to improve the technological process of forming the professional competence of teaching specialists.
 The research methodology was determined by a set of methodological approaches (system, activity, competence, technological, personal development) and was based on a pedagogical experiment that included ascertaining, formative and control stages.
 Results. The theoretical and methodological foundations of the introduction into the educational environment of the three-level pedagogical technology of educational process management in the conditions of training future teachers of agricultural disciplines in higher education institutions are analysed. An applied model of educational process management for the training of future teachers of agricultural disciplines is proposed on the example of the first (bachelor) level of education in the conditions of introducing a SMART-educational communicative environment.
 The structure of the readiness of future teachers of agricultural disciplines for professional activity (motivational-cognitive, practical-active, creative-developmental levels) is determined.
 The technological stages of the process of professional training of future teachers of agricultural disciplines in institutions of higher education in the context of the pedagogical experience of Great Britain (motivational-orientational, planning, cognitive-transformative, control-analytical, regulatory-developmental) are considered. The didactic methods, forms and means of the proposed pedagogical technology for managing the educational process are substantiated.
 Conclusions. The results of the experimental work demonstrate a significant increase in the quality indicators of the professional training of future teachers of agricultural disciplines in higher education institutions (motivation, creative activity, productivity) in the conditions of the implementation of the three-level pedagogical technology of the EPM.
 The implementation of a three-level pedagogical technology in the educational process management system allows for boosting students’ creative activity, increasing the level of their internal motivation, and deepening the level of independence and individualisation of learning, which eventually is determined by a high level of readiness for professional pedagogical activity.