Future Technology Teachers Research Articles

Psychological and Pedagogical Support for Future Technology Teachers in the Educational-Scientific-Production Cluster

The article examines the importance of psychological and pedagogical support in the training process of future technology teachers, particularly in the context of modern educational challenges and the full-scale war. This support is aimed at developing emotional intelligence, stress resilience, preventing professional burnout, improving communication skills, and providing supervision. The research emphasizes the formation of teachers' professional identity, as well as their ability for self-analysis and self-reflection. Special attention is given to methods of coping with emotional stress during the war, including relaxation techniques, stress management, the use of positive thinking, and maintaining a work-life balance. The article is based on the experience of the Social and Psychological Center of the Lviv Educational-Scientific-Production Cluster, which focuses its efforts on supporting future teachers through supervision, training, and consultations. The cluster integrates theoretical knowledge, scientific research, and practical training for specialists in the fields of vocational education and production. This model of teacher training is aimed at enhancing their qualifications, developing professional competencies, and adapting to the demands of the modern labor market. The study explores the key stages of teacher training, which include foundational theoretical preparation, scientific research, practical internships at production enterprises, and further professional development. Special attention is paid to the implementation of innovative teaching approaches and the use of modern technologies that enable future teachers not only to master new teaching methodologies but also to integrate contemporary production processes into educational programs.

Artificial intelligence as a means of developing creativity in future technology teachers.

The article considers and analyzes the possibilities of using artificial intelligence (CatGPT, AI) in the training of future specialists, namely for the development of creativity in future technology teachers. The key aspects that should be taken into account and used for the development of creativity are identified, and possible disadvantages of this innovative technology are noted. The rapid development of artificial intelligence has burst into almost all spheres of life, we focused on the use of some AI tools in the training of future technology teachers and the development of their creativity. We analyzed several approaches to using CatGPT to facilitate the organization of classes. Such as: idea generation, scenario building, storytelling and role-playing, problem-solving exercises, creative writing and documentation, interactive learning modules, individual learning paths, innovative challenges that help future teachers gain practical experience and adapt faster to the modern requirements of pedagogical practice. In the article, we offer several working tools from our own "piggy bank" and the principles of their use. The article highlights the current state of AI use in the educational environment and provides recommendations for practicing teachers on the effective use of artificial intelligence technologies. We are convinced that the use of artificial intelligence in the development of creativity of future technology teachers has an important impact on the personal development of creative potential. By using artificial intelligence, we can ensure the active participation of students in the learning process. AI tools stimulate curiosity, promote active research, experimentation, and problem solving. However, along with the great opportunities for using artificial intelligence, there are also threats such as the loss of the human factor, the dissemination of personal data, and financial losses. Therefore, for a good result in the development of creativity of future technology teachers, it is necessary to take into account all the advantages and disadvantages of using AI using strategies balanced between opportunities and challenges.

PREPARATION OF TECHNOLOGY TEACHERS FOR IMPLEMENTATION OF COMPETENT LEARNING IN THE EDUCATIONAL PROCESS OF THE NEW UKRAINIAN SCHOOL

The article discloses theoretical and methodological approaches in the preparation of technology teachers for the implementation of competence training as a leading approach in the organization of the educational process of the New Ukrainian School. A characterization of the methodical training of a technology teacher through the lens of the main concepts of the New Ukrainian School was carried out.The article defines the main directions (according to the main provisions of the National Academy of Sciences) in which it is necessary to change the methodological training of technology teachers for their professional activities in institutions of general secondary education. To do this, the essence of competency-based learning and the relevant professional skills and abilities that a future teacher of technology should master in order to implement this approach in the New Ukrainian School are revealed.The characterization of the methodical activity of a technology teacher in terms of the concepts of the New Ukrainian School conducted in the article allows to simulate the process of training such a teacher for the introduction of competence training in the educational process of a modern school. The presented model consists of three main levels, which are interconnected and are the basis for methodical training of a technology teacher for professional activities in a modern school.The basis of the proposed model are the concepts of the New Ukrainian School, which are described above, and which allow considering three conditional levels of technology teacher training.

DIDACTIC AND METHODOLOGICAL BASES FOR ENSURING THE STUDY OF CHEMISTRY BY FUTURE SPECIALISTS OF TECHNOLOGICAL AND VOCATIONAL EDUCATION

The article actualizes the research task of substantiating the didactic (content of the leading topics) and methodological (topics and objectives of laboratory work) foundations for ensuring general and professionally oriented competencies in the study of chemistry by future technology teachers and vocational education specialists. It is proposed to include the following topics in the content of training of higher education applicants majoring in 014.10 Secondary Education (Technology): basic concepts and laws of chemistry, periodic law and the D. Mendelieev’s periodic table of chemical elements; main classes of inorganic compounds; hydrocarbons; oxygen-containing organic compounds; non-trogen-containing organic compounds; general properties of high molecular weight compounds; chemical fibers; plastic masses. This block of the discipline includes laboratory work developed by the article author in accordance with the content of each topic. The article concludes the importance of chemical disciplines in the implementation of the educational profiles «Woodworking», «Agricultural Production», «Cooking», «Construction», «Energy», «Design and Modeling of Clothes», «Light Industry», «Design Basics», «Metalworking», etc. in high school in Ukraine.

ДЕЯКІ АСПЕКТИ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВТЕХНОЛОГІЇ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ: ВІТЧИЗНЯНИЙ ДОСВІД

The article highlights some aspects of training future technology teachers for professional activity. An analysis of theoretical studies of domestic scientists on this problem, as well as practical experience of domestic scientists-practitioners, was carried out. The author revealed the modern requirements for the training of future teachers (motivated learning, formation of interest in the chosen profession, availability of an informational and educational environment, etc.). It has been established that the professional competence of the training of the future teacher of technology should be carried out on the basis of system and competence approaches with the provision of an acmeological and personal-oriented type of construction of the educational process. Prospects for further scientific research are defined, which consist in identifying and substantiating the stages of training future technology teachers for innovative professional activities, as well as outlining the ways of their implementation. Key words: technology teachers, training of future teachers, professional competence.

PECULIARITIES OF DETERMINING THE FORMATION OF FUTURE VOCATIONAL TEACHERS’ INFORMATIONAL COMPETENCE IN DIGITAL TECHNOLOGIES

According to the results of a number of studies, the formation of information competence in future digital vocational teachers involves targeted and systematic work on the development of critical thinking, improving the ability to analyze and characterize, and skillfully implement innovative approaches in information and communication technologies. Ukrainian and foreign scholars emphasize the need for targeted activities in the area of informatics competence formation as one of the key factors for the formation of a modern specialist, which provides him / her with an undeniable opportunity to increase the level of ability to think, communicate and work effectively. In this situation, the issue of determining the initial state of formation of future vocational teachers’ informational competence in digital technologies deserves special attention. The effectiveness of this process depends on determining the algorithm for the formation of relevant competencies, the choice of forms, methods, and means to be implemented in the educational process.To accomplish such a task, it is necessary to analyze all components of informatics competence and prove the presence or absence of statistical equivalence between the experimental and control groups at the beginning of the experimental study. It should be assumed that the motivational sphere is the basis for effective activities to form informational competence. That is why we began to study the motives and value orientations of future teachers of digital technologies in the control and experimental groups. In particular, in order to establish the real state of formation of the motivational and value component, which covered the motivational and axiological criteria, we chose standardized methods that were adapted to establish a four-level scale to clearly define the level gradation of the state of formation of a specific indicator of information competence by all criteria.

Methodology of teaching future teachers of informatics interactive network technologies

Methodology of teaching future teachers of informatics interactive network technologies

FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS OF LABOR EDUCATION AND TECHNOLOGY BY MEANS OF UPCYCLING TECHNOLOGY

The article is devoted to the problem of the formation of professional competences of future teachers of labor education and technology by means of upcycling technology in the process of designing eco-bags. The project activity is aimed at the development of critical thinking, reflects the pedagogical process as a system based on the theory of universal human values, humanization, a person-oriented approach, the priority of subject-subject relations, and is effective in shaping the personality of future teachers. The main features of the process of designing eco-bags using upcycling technology are determined - interdisciplinary, communicative and dynamism through the use of information services of social networks, environmental friendliness under the conditions of recycling of secondary raw materials; creative project and practical activity. The working hypothesis was accepted that the professional competences and creative abilities of the future teacher of labor education and technology are formed under certain conditions of project activity on upcycling: structuring of the project and stages of project activity; definition of educational and educational goals and tasks; implementation of an integrated program of technological activity; development of a criterion basis for determining the levels of educational achievements of education seekers for the implementation of eco-bag projects; development of information-subject and materialtechnical support of the educational process; modeling of systems of interdisciplinary connections of technologies with natural, mathematical and graphic knowledge; cooperation of teachers of subjects of general and professional training cycles regarding the content, organization of training, improvement of educational and methodological and software training of technologies of processing of secondary raw materials. In the study of the problem, methods of theoretical and empirical research were used: analysis and synthesis to clarify the main concepts and categories of professional training of future teachers of labor education and technology; study of psychological-pedagogical and scientific-methodological literature and advanced pedagogical experience on the problems of learning technologies in institutions of higher education; distinguishing regularities and formulating conclusions from the investigated problem. A three-stage pedagogical experiment was conducted at Mykhailo Kotsyubynskyi State Pedagogical University of Vinnytsia (Ukraine) (2020-2023): ascertaining experiment - a preliminary slice of knowledge (levels of formed professional competences of future teachers were determined); a formative experiment - the organization of teaching the technologies of making eco-bags by the upcycling method with the involvement of information arrays of the Pinterest social network and the formulation of pedagogical conditions of the project activity); control and generalization stage – analysis, processing of research results using statistical methods, formulation of theoretical-experimental conclusions and recommendations.

DEVELOPMENT OF STUDENTS’ TECHNICAL CREATIVITY – FUTURE TECHNOLOGY TEACHERS IN THE PROCESS PROJECT ACTIVITIES

The article, based on the experience of the authors’ practical work, reveals a possible way to improve the quality of the development of technical creativity of students – future teachers of technology through inclusion in innovative project activities. The positive aspects of such activities are revealed, in which, in addition to students, university teachers, schoolchildren and representatives of industry are the subjects.

THE INFLUENCE OF GRAPHIC TRAINING ON THE FORMATION OF INFORMATION AND COMMUNICATION COMPETENCE OF FUTURE TECHNOLOGY TEACHERS

The article carefully examines the influence of graphic training on the formation of information and communication competence of future technology teachers. The key aspects of the need to integrate information and communication technologies into the educational process of graphic disciplines are analyzed, pointing out the limits of traditional teaching methods in the context of a dynamically developing information society. It is emphasized that the content of graphic disciplines must have an applied, professionally oriented character, which requires educational programs to take into account the specifics of the graphic activity of a modern technology teacher and involves the application of a complex of knowledge and skills to solve engineering and graphic tasks. The influence of the use of information technologies on the learning process is discussed in detail, which contributes not only to the optimization of the knowledge acquisition process, but also to the development of critical thinking, student independence and their ability to analyze and forecast. It is highlighted that computer technologies, as a modern tool of didactics, significantly expand the possibilities of visualizing educational material, which has a significant impact on the formation of basic graphic competencies. The research defines the prospects for further scientific work, which include the development of a theoretical and methodological basis for graphic training in the conditions of the information society, the creation of educational and methodological support that meets modern requirements, the formation of an information and communication educational space, as well as the development of effective control and diagnostic tools. This approach will ensure deep and comprehensive assimilation by future technology teachers of the necessary knowledge and skills that meet the requirements of modern education and the labor market, contributing to the formation of highly qualified specialists capable of effective use of innovative technologies in their professional activities.

ANALYSIS OF FUTURE TECHNOLOGY SPECIALISTS’ RESEARCH ACTIVITIES ORGANIZATION ISSUE DEVELOPMENT IN THE ASPECT OF FORMING THEIR SOCIAL AND COMMUNICATIVE COMPETENCE

The article examines the existing state of research activities organization issue among future specialists in the field of technology with an emphasis on a critical review of social and communicative competence formation. The research is based on a comprehensive approach to the study of theoretical and methodological aspects of technology teacher training, integrating the analysis of scientific literature, modern educational practices, and innovative educational strategies. The importance of research work as a fundamental element of the professional development of future teachers is revealed, emphasizing the need to create conditions for the development of analytical thinking, skills of critical information evaluation, and the ability to independently acquire knowledge. Special attention is paid to the importance of social and communicative competence, which is considered a key condition for effective interaction in the educational process, integration into the professional community, and adaptation to the dynamic conditions of the working environment. The focus is on the importance of creating conditions for in-depth learning of research methods and the development of critical thinking, which allows future technology teachers to adapt to new challenges, effectively solve professional tasks, and contribute to the innovative development of the field. A wide range of innovative educational strategies is considered, in particular, the usage of active and interactive forms of learning, which contribute to greater involvement of students and increase their motivation. 
 The article emphasizes the importance of networking and collaborative projects, which open up new opportunities for expanding the professional horizon of future technology teachers and contribute to the formation of crucial social skills such as communication, leadership, and teamwork. The role of the student scientific society as a platform for the exchange of experience, the development of research initiatives, and the support of talented youth is highlighted separately.
 The article conclusions indicate the strategic importance of the comprehensive development of future technology teachers, emphasizing the inextricable connection between research activities, social and communicative competence, and professional effectiveness.

IMPLEMENTATION OF THE PRINCIPLES OF SCIENTIFIC AND RESEARCH ACTIVITY OF FUTURE TECHNOLOGY TEACHERS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS

The article examines the importance and methods of introducing the principles of scientific research into the educational process of future technology teachers, emphasizing the importance of forming scientific consciousness, developing critical thinking, and the ability to innovatively apply knowledge in practical activities. Modern approaches to the integration of scientific research into the educational process of higher education institutions are analyzed, including the usage of active and interactive teaching methods, and the involvement of students in real research projects that contribute to the development of scientific and research skills.
 The key role of the implementation of scientific and research principles in the educational process of training future technology teachers is emphasized, and the importance of this aspect for the development of the necessary competencies in a dynamic information and technology environment is emphasized. The role of active and interactive teaching methods in involving students in a deep understanding of scientific concepts and practical application of knowledge is defined. The value of elective disciplines for the development of scientific and research abilities and skills, which determines the preparation of future teachers for independent research work, is clarified. An overview of opportunities for applicants to participate in scientific projects and publish their work is provided, which contributes to professional growth and scientific careers. The need to provide access to modern resources and improve the qualifications of teachers for the effective implementation of scientific and research activities in education is emphasized. A comprehensive approach to reforming curricula and teaching methods is proposed, which is crucial for the formation of highly qualified technology teachers ready for innovative activities and scientific research. Such systematic preparation for scientific research activity will contribute to the formation of future specialists’ readiness for innovative, creative, and critical professional activity.
 A conclusion has made about the need for further development of methods of integration of scientific research activities into educational processes to ensure a high level of training future technology teachers, taking into account the dynamically changing requirements of the modern educational and technological environment.

Collaborative network activity as a form of independent work of future technology teachers

Introduction. In accordance with the need to develop students’ ability and readiness for continuous self-education and self-development throughout their lives, the importance of students’ independent work increases significantly. In the context of the digital transformation of education, one of the main forms of independent work should be joint network activities of students, during which network educational communities are formed. The purpose of the article is to consider the possibilities of organizing joint network activities of future technology teachers as part of independent work in disciplines, practices, as well as in extracurricular activities; analyze the didactic potential of the online educational communities of students that are being formed.Materials and Methods. When writing the article, methods of analysis of domestic and foreign literature, comparative analysis, generalization and systematization, and pedagogical experiment were used.Results. Today, when improving the qualifications of teaching staff, the model of “horizontal training”, when training is carried out within professional communities, is quite actively used. This model can also be effective for communities of future teachers. Digital tools for organizing joint network activities within disciplines and practices are presented when organizing independent work for students at Minin University. Special attention is paid to the organization of joint network activities within the framework of the communicative and digital module of the Core of Higher Pedagogical Education. The greatest effect from joint network activities of future teachers can be obtained through project activities. Examples of network projects of teachers and students of Minin University are given, within the framework of which project and network communities are formed.Discussion and Conclusions. Properly organized independent work in the digital educational environment of the university, the use of modern digital tools for this significantly improves the quality of professional training of specialists. Joint network activities make it possible to organize mutual learning within the emerging educational student community. At the same time, conditions are created for the formation of team building skills, universal and professional competencies, ICT competence of future technology teachers, self-assessment and mutual assessment skills.

SATISFACTION OF FUTURE ENGINEERING TEACHERS WITH THE USE OF THE ELECTRONIC PORTFOLIO IN THE PEDAGOGICAL DISCIPLINES

The use of an e-portfolio as an assessment modality in e-distance learning is a response to recent developments in higher education where assessment is an integral part of teaching and learning. The present study aims to determine the level of student satisfaction with the use of the e-portfolio in the study of pedagogical disciplines and to reveal changes according to the identified variables. As a sample of this study, 123 students from UTCN enrolled in the psycho-pedagogical module in the initial teacher training were selected. From the closed items, it was confirmed that the students' satisfaction in using the e-portfolio was at a high level, that a complex portfolio is a relevant method for evaluating students' knowledge and skills, it promotes active and collaborative learning, the platform offers sufficient resources, and it is easy to use for carrying out the activities. There were no significant differences regarding gender, faculty profile, year of study and previous experience of students in using the e-portfolio. Various suggestions were made for future studies to create more effective online and hybrid learning environments in the training of future engineering teachers.

ARTISTIC AND CREATIVE PROJECTS IN THE PROFESSIONAL AND PERSONAL DEVELOPMENT OF FUTURE TEACHERS OF FINE ARTS AND TECHNOLOGIES

The article is devoted to the professional and personal development of future teachers of fine arts and technology issues. Different views and approaches to defining the category “future teachers’ professional and personal development” are highlighted.
 The ways of effective implementation of the process of professional and personal formation of future teachers of fine arts and technologies are defined and characterized. These are educational, practice-oriented activities aimed at the students' personal activation, and their professional motivation; focus on professional and pedagogical activity, formation of active interest in it; and self-realization.
 Artistic and creative projects are considered as an effective means of professional and personal development of future teachers of fine arts and technologies.
 Its effectiveness and the need to introduce it into the educational process of institutions of higher pedagogical education have been proven: in classes on the study of professional disciplines; discipline of free choice; during industrial pedagogical practice in institutions of general secondary and extracurricular education; under the conditions of students’ participation in events that take place within the scope of work of creative laboratories of graduation departments.
 The experience of implementing artistic and creative projects as an effective means of professional and personal development of future teachers of fine arts and technologies at Poltava V. G. Korolenko National Pedagogical University is highlighted.
 It has been proven that involvement in the implementation of such projects contributes to the maximum use of personal abilities; creates conditions for self-realization of each participant; ensures the use of acquired knowledge in practice and public presentation of what has been achieved, and the result of this activity has significant applied and personal significance.
 Further research attention is needed to highlight the pedagogical conditions of the professional and personal development of future specialists in the art-pedagogical and educational-technological fields during pedagogical practice.

SCIENTIFIC AND METHODOLOGICAL ASPECTS OF STUDY GRAPHIC CULTURE AND DESIGN BY FUTURE TEACHERS OF TECHNOLOGICAL EDUCATION

The article analyzes the variety of interpretations of the concept of "culture" in the social sciences and the importance of understanding this concept. The concept of "design" and its various aspects, including graphic design, are also studied, the role of graphic design in creating a modern subject environment and in satisfying artistic and aesthetic needs is indicated, the role of graphic images in various contexts is considered, including their use for displaying data and creating technical drawings and drawings. Also highlighted is the problem of graphic training of future technology teachers and the importance of integrating graphic training with coaching tools, revealed graphic culture as a key aspect of communication and the use of graphic language in various spheres of life. It was determined that almost 90% of information is perceived by a person visually, thereby emphasizing the advantages of graphic information over text. The relationship between graphic and artistic culture was studied, and various components of graphic culture were identified, including motivational-value, cognitive, operational-activity and creative. The importance of the development of graphic culture is emphasized, as it is a necessary component of the professional activity of future technology teachers. The importance of the formation of graphic terminology and skills among students is highlighted, as well as the active use of information technologies in the educational process. It is noted that graphic culture is aimed at increasing the level of creativity and developing the abilities of students in the field of creating graphic images.

FORMATION OF PRACTICAL SKILLS OF FUTURE TECHNOLOGY TEACHERS IN HIGHER EDUCATION INSTITUTIONS

Today’s modern society needs competent specialists who know how to think creatively, find original solutions and are ready for innovative activities. The question of the development of professional competences among students, their mastery of practical methods and technologies in a specific field is extremely relevant. The author emphasizes that the strengthening of professional competences, in particular, determines the ability of the future technology teacher to act successfully in new, unforeseen conditions.The article examines the method of forming the practical skills of future technology teachers in the process of a technological workshop, characterizes the technologies, methods of metalworking operations that ensure the formation of the professional competence of future technology teachers, such as the ability to make products with the help of various hand tools, hand electrified tools, as well as a wide range of additional technological equipment.The author of the article came to the conclusion that that the formation of practical skills of future technology teachers in institutions of higher education in the process of mastering the specified discipline “Technology practicum” involves the following stages of its mastering by future technology teachers: alignment, marking, bending, cutting, sawing, sawing.
 Keywords: future teachers of technology; stages of learning locksmith processing; design and technological activity; locksmith operations.

РОЗВИТОК ТВОРЧИХ ЗДІБНОСТЕЙ МАЙБУТНІХ УЧИТЕЛІВ ТРУДОВОГО НАВЧАННЯ ТА ТЕХНОЛОГІЙ ЧЕРЕЗ ВИКОРИСТАННЯ НЕТРАДИЦІЙНИХ МЕТОДІВ ВІЗУАЛІЗАЦІЇ В ТЕХНОЛОГІЧНІЙ ОСВІТІ

This article is devoted to the study of the impact of non-traditional visualization methods on the development of creative abilities of future teachers of labor education and technology in the context of technological education. The study examines current trends in the field of technological education and emphasizes the importance of developing the creative potential of students for the effectiveness of their future pedagogical activities. The article analyzes the theoretical aspects of creative thinking and visualization, reveals their relationship and role in the pedagogical process. The key psychological mechanisms that support the development of creative abilities and creative thinking in students are singled out. The article presents a wide range of non-traditional visualization methods that can be successfully implemented in technological education. In particular, she examines in detail the use of graphic organizers and mind maps, interactive multimedia and the latest technologies such as virtual and augmented reality. Non-traditional drawing techniques and paper-making are studied separately as creative means to stimulate creativity and imagination in students. Based on real examples of successful implementation of non-traditional visualization methods, case studies are presented that demonstrate the positive impact of such an approach on the development of creative abilities of future teachers of labor education and technology. The article also draws attention to the challenges and obstacles faced by educators when implementing non-traditional methods. It provides recommendations for successful implementation and effective overcoming of these obstacles, in particular, focusing on the need for cooperation between teachers and technical specialists, adaptation of educational programs and support of creative initiatives of students. It was determined that the use of such methods as virtual reality, augmented reality, multimedia presentations, graphic illustrations, creative projects and experimental drawing techniques makes the educational process interesting, exciting and stimulates students to actively express themselves. Keywords: creative abilities, future teachers of labor training and technologies, visualization, non-traditional methods, interactive multimedia tools, virtual reality, drawing, paper-making, technological education.

ЕФЕКТИВНІСТЬ ІНТЕГРАТИВНОГО ПІДХОДУ ДО НАВЧАННЯ ВИШИВКИ ТА КИЛИМАРСТВА В ПРОЦЕСІ РОЗВИТКУ ТВОРЧИХ ЗДІБНОСТЕЙ СТАРШОКЛАСНИКІВ

The article examines the effectiveness of an integrative approach to teaching embroidery and carpet making for the development of creative abilities of high school students. Attention is focused on determining the essence of the integrative approach, the advantages of using it in education and its direct application in the development of the creative abilities of high school students by means of embroidery and carpet making. An analysis of the teacher's role in the implementation of the integrative approach and its impact on the development of students' creative abilities is provided. It was determined that the integrative approach is a promising direction for stimulating creativity, independence and the development of creative abilities of high school students in technology lessons when learning embroidery and carpet making. The results of the article provide prospects for further research and implementation of an integrative approach in the educational process with the aim of forming the creative personality of high school students in the field of decorative and applied creativity, in particular, embroidery and carpet weaving. It was found that an integrative approach in teaching embroidery and carpet making is a key factor in the development of creative abilities of high school students. During the lessons, where this approach was applied, it was noted that students have the opportunity not only to acquire practical skills in embroidery and carpet making, but also to develop their creativity and self-expression. The combination of different artistic techniques and disciplines is characterized as helping students to see the connection between different aspects of decorative and applied arts, which has a positive effect on their deep understanding and creative thinking. The results of the article provide prospects for further research and implementation of an integrative approach in the educational process with the aim of forming the creative personality of high school students in the field of decorative and applied creativity, in particular, embroidery and carpet weaving. Keywords: integrative approach, future teachers of labor education and technology, embroidery, carpet weaving, training, high school students.

THEORETICAL ANALYSIS OF THE USE OF A STEM PROJECT FOR THE FORMATION OF ENGINEERING COMPETENCE IN THE FUTURE TEACHER OF LABOR TRAINING AND TECHNOLOGY

The article presents the possibility of introducing STEM education in higher education institutions. The general concept of STEM education, which belongs to the advanced innovative educational systems of improving the level of education, in particular the formation of scientific, technological, engineering, mathematical, information and communication competencies, is revealed, the theoretical justification of the relevance of the STEM project for the formation of engineering competence in future teachers of labor training and technology is presented. Engineering competence is knowledge of the basics of technical sciences, practical engineering skills, the desire for engineering activities, professional and value interests, and methods of engineering and pedagogical design.Improvement of the Ukrainian education system is aimed at increasing the competitiveness of future graduates of educational institutions, which is due to by the implementation of the New Ukrainian School (NUS) Concept and driven by the development of scientific and technological progress. The main emphasis is on changing the methodology of education and on developing the ability to see and solve problems that are becoming more complex and global. As teachers are one of the main forces supporting progressive education, they are constantly improving their skills and knowledge.Having carried out a theoretical analysis, we realized that the formation of engineering competencies of future teachers of labor education and technology in higher education institutions is possible with the use of STEM projects. The introduction of STEM projects into the educational process involves mastering knowledge of the basics of engineering, acquiring practical engineering skills, striving for engineering activities, identifying professional and value interests, and techniques for engineering and pedagogical design.
 Keywords: teacher of labor training and technology; STEM project; STEM education; educational process; higher education institution; engineering competence; New Ukrainian School; creative project.