Future Technology Teachers Research Articles

ЗАСТОСУВАННЯ ІНТЕРАКТИВНИХ МЕТОДІВ НАВЧАННЯ ЕЛЕКТРОТЕХНІКИ У ПРОЦЕСІ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ТРУДОВОГО НАВЧАННЯ І ТЕХНОЛОГІЙ

Актуальність дослідження зумовлена реформою вищої освіти, зростанням вимог до професійної підготовки випускників закладів вищої освіти, потребою переходу від традиційного стилю викладання дисциплін до інноваційного. Мета: обґрунтування та експериментальна перевірка ефективності застосування інтерактивних методів навчання електротехніки у процесі професійної підготовки майбутніх учителів трудового навчання і технологій. Методи: аналіз наукової літератури, вивчення педагогічного досвіду, анкетування, бесіди, усне опитування з метою виявлення ефективності застосування інноваційних методів навчання, систематизація даних. Результати: визначено роль інтерактивних технологій у підготовці майбутніх учителів трудового навчання і технологій; з’ясовано, що організація освіти на основі компетентнісного підходу базується на посиленні практичної професійної спрямованості навчання, розвитку педагогічних здібностей і ціннісних орієнтирів студентів; доведено, що на лекційних заняттях перевагу варто надавати інтерактивному навчанню з елементами проблемного підходу; лабораторні заняття доцільно проводити за допомогою комп’ютерних програм з моделювання електронних схем; презентовано розроблену на засадах інтерактивного навчання систему підготовки майбутніх учителів трудового навчання і технологій на першому (бакалаврському) рівні вищої освіти з курсу «Загальна електротехніка та практикум з електромонтажних робіт»; обґрунтовано трикомпонентну структуру критеріїв та відповідних показників оцінювання рівня сформованості компетентності з електротехніки; здійснено експериментальну перевірку ефективності застосування інтерактивних методів навчання електротехніки при підготовці майбутніх учителів трудового навчання і технологій; доведено, що використання інтерактивних методів навчання позитивно впливає на динаміку сформованості компетентності з електротехніки. Висновки: підготовка сучасного вчителя трудового навчання і технологій повинна здійснюватися з посиленням практичної складової освітніх програм, а також матиме ефективність за умови системного використання інтерактивних освітніх технологій.

ВИКОРИСТАННЯ СУЧАСНИХ ІНТЕРНЕТ МЕСЕНДЖЕРІВ В ПРОЦЕСІ НАВЧАННЯ СТУДЕНТІВ ІНЖЕНЕРНО-ПЕДАГОГІЧНОГО НАПРЯМУ

The article considers some aspects of modern Internet messengers using in the process of teaching students of computer profile’s engineering and pedagogical specialties, analyses the tools for Internet communications. It was found that the rapid development of information technology causes the constant aging of even Internet communication tools. There is a problem of finding and using a method of communication with consumers that will meet the level of technology development and meet the needs of both parties.The prospects and economic rationality of the use of mobile devices by companies to gain the attention of their consumers through the development of mobile versions of official websites, creation of special programs, registration and constant support of official pages in social networks are revealed.The concept “Internet messenger” is studied. The analysis of literature sources is carried out, on the basis of which it is revealed that the issues of teaching students of computer profile’s engineering and pedagogical specialties with the use of modern Internet messengers need further research. The need for future specialists to study the general principles of creating bots as services for modern managers, as they are widely used by companies for business development in particular for the Ukrainian market, as companies are just beginning to master this technology. And therefore, the demand for specialists to develop such services is growing.The most popular social networks in the world as of April 2020 are analysed, which are ranked by the number of active users and their possibilities, advantages and disadvantages of use in the field of higher education are considered.It is proved that for the development of a prototype of the system of interactive informing of students of Berdyansk State Pedagogical University, Telegram was chosen, which has the highest growth rates of the number of active users, and therefore the prospects of audience growth for the developed service.This publication is the first in a series. The following articles will be devoted to the design, development and software implementation of the prototype of interactive information systems for students in the training of future engineers-teachers.

INNOVATIVE LEARNING TECHNOLOGIES IN THE SYSTEM OF FORMATION OF SCIENTIFIC-ORIENTED EDUCATION

The significance of innovative technologies as a means of forming scientifically oriented education is analyzed. The task of science-oriented education is to form a system of education based on the competence approach. The concept of educational model based on pedagogical technologies, which are based on independent acquisition of knowledge with the result reflected in practical, research, design or design and technical activities, is substantiated. The importance of these aspects for students' education on the basis of STEM technologies is growing, so the problem of forming the scientific component of education on the basis of the latest educational technologies and modern technical means is relevant. The aim of the article is to analyze the possibilities of innovative technologies (including STEM) in the process of training future teachers of physics, computer science and technology in the formation of a scientifically oriented educational environment. One of the directions of STEM implementation is singled out – educational robotics – a new learning technology that allows to interest the engineering creativity of children from primary school age. It is argued that the study of students (future teachers) of the basics of robotics and technical design contribute to the formation of knowledge of graphic programming, skills of designing robot models and their use in educational physical experiment, construction and software implementation of algorithms. It is envisaged that the results of such work will increase interest in the study of natural sciences, improve the development of educational and scientific fields.

Problems of self-educational competence of future teachers of labor education and technologies in the process of professional training

Problems of self-educational competence of future teachers of labor education and technologies in the process of professional training

Realization of author’s program of developing artistic abilities of schoolchildren on basis of continuity

The definition of abilities and their correct development act as one of the most important pedagogical tasks that require special attention, solution, approach, especially during the period of changes in the content of the educational process connected with its reform. According to the author, to update educational approaches related to improving the effectiveness of the educational process, it is necessary to pay attention to the development of author’s training programs. They will control planned and systematic activities of all participants in the educational process, regardless of the form of its organization. The article considers the main provisions of the author’s program that contribute to the development of the artistic abilities of schoolchildren in the conditions of modernization and reform of modern Russian education, including the changes caused by COVID 19. The author’s program is designed to expand the content of the concept of the continuity of secondary vocational and higher education. Its structure includes content components of general education and training of future designers and teachers of technology and design in multilevel professional education as potential directions for its development in the context of global challenges.

Improving technologic educational activities with the help of creative thinking

This article focuses on teaching students to think creatively in the training of future teachers of technology in higher education. To this end, the views of pedagogues and psychologists on creative thinking are given, and questions and situations that teach students to think creatively in the teaching of “Working with individual details and combinations of clothing” are discussed. In the process of “Technology Education Workshop”, which is taught in the training of future teachers of technology in higher education, students have more or less different abilities and inclinations for creative thinking. Each student has certain deposits needed to find creative ideas, and the teacher must fully use their pedagogical skills in this area.

EXPERIENCE OF APPLYING DESIGN-THINKING TO IMPROVE PROFESSIONAL DEVELOPMENT FUTURE TEACHERS OF TECHNOLOGY

The relevance of the study is due to changes in society that require a rapid and creative transformation of the system of training specialists in the field of technology by higher education institutions to provide quality educational services. Ukrainian education requires teachers who are able to think outside the box, creatively, proactively, respond flexibly to professional challenges, and also possess tools of psychological and pedagogical influence that would help prepare young people for real life. To address this issue, educational institutions are creating a modern digital educational environment that will allow for the implementation of integrated learning with the simultaneous acquisition of disciplinary and interdisciplinary knowledge, social and practical skills for the formation of professional, personal and interpersonal competencies necessary for scientific research of graphic, creative, design activities. The article considers the influence of modern technologies on the formation of design thinking, the important components of which are constructive and analytical thinking. The expediency of introducing an innovative form of professional training of future technology teachers in higher education institutions using design thinking is substantiated, since this will contribute to the development of intellectual activity and creativity of applicants. The prerequisites are disclosed and the requirements for the preparation of future technology teachers for design and project activities are determined. The authors prove the effectiveness of the application of design thinking in the field of university education, pay attention to the creation of conditions for immersion in the subject area, the active development of creativity among applicants, originality of thinking, competence in finding solutions in the form of visual images, which are based on the use of digital technologies and the use of teaching methods in all their diversity and complexity. This will ensure not only a high quality of education, but will also contribute to the motivation for educational and research, intellectual and creative activities, the development of cognitive interest, the formation of subject competencies, which will become a strong guarantee of the competitiveness of graduates. The article attempts to adapt the technology of design thinking and introduce it into the educational process in the preparation of future teachers of technology and labor education. It is proposed to integrate the presented technology into any educational subject as an effective tool for the development of creativity and creativity.

Organization and methodology of practical classes for future teachers of technology in the conditions of distance learning at the university

Organization and methodology of practical classes for future teachers of technology in the conditions of distance learning at the university

Structural-functional model of formation of graphic competence of future engineers-teachers

Structural-functional model of formation of graphic competence of future engineers-teachers

Organization of students’ research work in the conditions of providing professional orientation of the educational process

The article considers the organization of research work of future engineers-teachers in the system of professional training of IT specialists through computer environment design. The contradictions between the usual system of training and the individual creative direction of the future professional activity of the specialist are analysed. The authors studied the concept of the computer environment, considered its information, software, and didactic component. The practical aspects of the organization of educational and research activities of future specialists, the specialty of which requires further research, in particular using the computer environment as an object of design, are revealed. Its intellectual properties are considered and it is proved that they are a reaction to human actions. The model of knowledge representation in the process of designing a computer environment is described and it is proved that the use of a network model in the form of a graph is the best to reflect the meaning of a holistic image. Thanks to the network model, the course in the discipline is created by a certain structure of modules, which consist of topics that contain tasks. This presentation of data is inherent in the semantic network, which is a combination of ideas and knowledge retention of the entire learning process in an individual educational trajectory. Thus, it is possible to adjust it depending on the level of effectiveness of the student's mastering the material. The informational, program and didactic components of the computer environment are substantiated, the basic requirements to the organization of research work of students from the point of view of designing where flexibility is the basic property of a system of management, in particular in questions of realization of various forms of occupations on professional training are revealed. An example of software implementation of a computer environment with an intuitive interface for working with information content is described. It is substantiated that the proposed principles of organization of research work can also be applied in the organization of research work of students of physical culture and sports profile.

Visualization technologies for material development in professional training of future specialists

The article presents the experience of using visualization technology in the professional training of future engineers-teachers of computer profile, in particular video lectures on the example of training IT specialists. It is emphasized that it is necessary to change the paradigm of teaching computer disciplines in the context of visualization of didactic materials as a basis for the abstraction of material. Practical aspects of the development of didactic and methodical materials of technology of students training for computer science' school course with the video materials used are considered. It is proved that a large number of different methods and tools of teaching is an effective mechanism that can solve both educational and methodological problems for the modern educational innovations’ application in higher education, optimize the educational process and implement new approaches to lifelong learning. It is established that the use of e-learning systems with the implementation of visualization contributes to a more successful perception and memorization of educational material. This is due to the work intensification at the same time both hemispheres: the left hemisphere usually works in traditional learning, the right hemisphere, the responsibility for the image-emotional perception of the proposed information, is activated by visualization. As a result, there is a creative and professional development of personality. The classical methods of teaching the discipline "School course of informatics" with lecture-practical forms of teaching with text didactic materials that have a low level of abstraction compared to the use of video materials are analysed. It is proved that, due to the technical advantages of the use of video materials, the quality and efficiency of the educational process is improved. That is, visualization technologies have significant potential, which guarantees high-quality professional training of students.

Digitalization of the educational process of training future engineers-teachers: theoretical aspectʺ

Digitalization of the educational process of training future engineers-teachers: theoretical aspectʺ

ФОРМУВАННЯ ПОЗИТИВНОЇ МОТИВАЦІЇ СТУДЕНТІВ ДО ЕКОЛОГОЗБЕРЕЖУВАЛЬНОЇ ДІЯЛЬНОСТІ

The article comprehends the problem of forming a positive motivation of students for environmentally friendly activities. The relevance of the studio is determined by the fact that this type of activity is one of the main subject-transforming practices that are implemented in the lessons of labor training in high school and technology lessons in high school. The specifics of the professional activity of teachers who provide teaching of these subjects, provides a synthesis of psychological and pedagogical, methodological, educational and production and technical and technological activities. The professional activity of a teacher of labor education and technology is based on a high level of psychological and pedagogical skills, deep knowledge of the basics of modern production, materials science, mechanical engineering; ability to implement the latest technologies for processing various materials. At the same time, the future teacher needs to be motivated, because even high qualification will not have high results of professional activity, if it is not coordinated with the motivational function of the process of this activity. That is why motivation is considered as a psychological phenomenon, which in combination with social, moral, professional intentions contributes to the expected result. An algorithm is formulated, the use of which in educational practice provides a proper pedagogical effect. It is argued that motivation is a set of motives, needs and interests, incentives and situational factors. It is determined that the ecological orientation of the future teacher of labor education and technology involves the search for an individual style of behavior in the environment, responsibility for solving various environmental situations, conscious choice of activities taking into account environmental patterns and harmonious relations "man – nature" and involving students in such activities. The study shows that the creation and application of an environmentally friendly environment, the rational use of resources, the solution of environmental issues are important motives for personal and professional self-affirmation of future teachers of labor training and technology. Key words: motivation, motive, interest, ecological activity, future teacher.

ЕКСПЕРИМЕНТАЛЬНЕ ДОСЛІДЖЕННЯ ПРОФЕСІЙНОГО РОЗВИТКУ МАЙБУТНІХ УЧИТЕЛІВ ТРУДОВОГО НАВЧАННЯ ТА ТЕХНОЛОГІЙ У ПРОЦЕСІ САМОСТІЙНОЇ РОБОТИ

У результаті експериментального дослідження було здійснено педагогічне моделювання процесу професійного розвитку майбутніх учителів трудового навчання та технологій у процесі самостійної роботи. Запропоновано структурно-функціональну модель та інтерактивну розвивальну програму, реалізація яких здійснювалася на особистісно-мотиваційному, інноваційно-збагачувальному, рефлексивно-діяльнісному і результативно-діагностичному етапах. На констатувальному етапі дослідження було встановлено стан рівнів (початковий, середній, достатній, високий) професійного розвитку майбутніх учителів трудового навчання та технологій за визначеними критеріями (ціннісно-мотиваційний, когнітивно-технологічний, операційно-діяльнісний, оцінно-рефлексивний). Формувальний експеримент і реалізація інтерактивної розвивальної програми дослідження проводилися у чотири етапи: особистісно-мотиваційний етап (передбачав мотивоване занурення майбутніх учителів трудового навчання та технологій до співпраці і партнерства у процесі технологій самостійної роботи з метою розвитку усвідомлення необхідності безперервного професійного розвитку; інтерактивне засвоєння теоретичних знань у процесі групової та індивідуальної освітньо-професійної діяльності з метою розвитку стійкого інтересу до майбутньої професії, ознайомлення із сучасними технологіями та техніками технологічної освіти задля умотивованості до здобуття системних педагогічних знань, особистісного та професійного зростання); інноваційно-збагачувальний етап (забезпечував збагачення знаннями новітніх технологій та вміння їх застосовувати у освітньо-професійній діяльності з проєкцією на майбутню професію; сприяв розвитку проєктно-технологічної підготовленості та здатність до збагачення стратегіями самостійної роботи в особистісному та професійному становленні); рефлексивно-діяльнісний етап (сприяв розвитку умінь і навичок групової роботи, креативних здібностей майбутніх учителів трудового навчання та технологій у практичній діяльності з використанням інноваційних форм організації освітнього процесу); результативно-діагностичний етап (забезпечував використання методів самооцінки і самоаналізу, рефлексивних вправ та тренінгових завдань для оцінювання майбутнім вчителем трудового навчання та технологій власної діяльності та самого себе як особистостей; формування у них потреб і мотивів самопізнання; підвищення рівня самоповаги, самосхвалення у процесі результативної самостійної роботи). На контрольному етапі було отримано результати експериментального дослідження, які підтверджують дієвість запропонованих методик.

Methodology of Improving the Professional Activity of the Future Teacher of Technology on the Basis of Modern Educational Technologies

The following article deals with the role of modern pedagogical technologies in the educational process, the creation of innovative activities of future teachers of Technology on the basis of pedagogical technologies, and the ways to increase creativity as well. Definitions of foreign and domestic scientists on pedagogical technologies are comparatively analyzed in the research work. The main purpose of the research is completely to get rid of the learning process from a homogeneous system, to provide the process with technology, that is, to design lessons on the basis of modern technologies, to predict the expected outcome, to increase time productivity, to determine the level of knowledge, skills and abilities. The main task of research work is to train future teachers of Technology education using modern information technologies and their experience in the educational process, to improve their professional skills constantly, to master effective innovative methods and put them into practice. Based on the advanced technology education model, it is planned to develop students' creative skills by organizing new pedagogical games, using visual methods to explain practical topics, creating problem situations, organizing discussions, sharing students' ideas, developing creative activity, forming independent thinking. The main novelty of the research is the pedagogical technology of teaching processes, organized in two traditional and non-traditional forms, and experimental work. The results of experimental work were analyzed using mathematical-statistical methods, which is one of the research methods of pedagogy. As a result, it has been proved on the basis of statistical analysis that the efficiency of students' mastering of the course has increased.

ESSENCE, STRUCTURE AND FEATURES OF LIFELONG LEARNING COMPETENCE

The article considers the essence, structure, and features of competence to learn throughout life. To achieve this goal at different stages of scientific research a set of interrelated theoretical methods have been used, which are the following: analysis, classification, generalization of theoretical approaches of national and foreign scientists in the field of philosophy, sociology, pedagogy, and psychology for determining the nature, structure, and features of competence to learn throughout life. The paper aims to reveal the essence of the structure and features of human competence to learn throughout life. The semantic part of the components of the categories «competence», «learning», «human life» as the leading components of the phenomenon «competence to learn throughout life» is characterized. The authors’ formulation of the category «competence of lifelong learning» is given. It is considered as the formation of the person’s integrative quality, which contains components (life maturity, educational orientation, creativity and initiative in solving life situations, a high level of life events) and the formation of personal independence. The basic levels of lifelong learning competence formation are considered: primary, adaptation to the conditions of real-life activity, formation of individual style of educational activity, and ascent to the peaks of professionalism. It is proved that student youth achieve optimal levels of life development due to the formation of the individual’s life maturity and independence. Aspects of integration of conceptual and technological bases of preparation of the future teacher of labor training and technologies for the formation of pupils’ competence to learn throughout life in the educational environment of the institutions of general secondary education are outlined.

МОДЕЛЬ ПІДВИЩЕННЯ ЯКОСТІ ПІДГОТОВКИ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ

Актуальність: вдосконалення системи професійної підготовки майбутніх фахівців неможливо без упровадження інформаційних технологій, нових підходів до вимірювання якості освітнього процесу, інноваційних методів діагностування, а також використання моделей підготовки фахівців як необхідній передумови компетентності випускника. Мета: розроблено і обґрунтовано теоретичну модель підвищення якості підготовки фахівців, яка відповідає авторському баченню розв’язання цього питання, а також показано її використання в освітньому процесі для підвищення якості підготовки майбутніх інженерів-педагогів. Методи: теоретичні; емпіричні (праксиметричні (вивчення та аналіз робочих планів, програм підготовки майбутніх інженерів-педагогів, засобів і методів педагогічної діагностики, тестових завдань і методик їх використання); використано ідею кібернетичного метода (модель «чорна скринька»). Результати: з'ясовано можливості педагогічної діагностики як технології, що сприяє підвищенню якості підготовки студентів інженерно-педагогічного вишу; запропоновано та обґрунтовано теоретичну (структурну) модель підвищення якості підготовки майбутнього інженера-педагога, визначено і описано компоненти моделі та вимоги до її розробки, вдосконалено систему оцінювання і контролю якості результатів навчання у ЗВО. Реалізація оцінювання якості професійної підготовки майбутніх фахівців здійснювалася відповідно до розроблених «теоретичної» та «математичної» моделей, без яких неможливо розв’язати питання управління якістю освітнього процесу. У статті основну увагу і приділено розгляду «теоретичної» моделі підготовки фахівців. У дослідженні запропоновано підхід до моделювання, заснований на концепції пізнання «чорний ящик» та конкретизовано принципи моделі, на яких базується процес професійної підготовки майбутніх фахівців. Висновки: теоретично доведено, що запропонована «теоретична» модель підвищення якості підготовки фахівців є складовою частиною фундаментальної підготовки інженерів-педагогів, має практично-прикладний характер, а також дає чіткий алгоритм для ефективного вдосконалення якості освітнього процесу.

ETHNIC DESIGN FUTURE TECHNOLOGY TEACHER TRAINING IN THE PROCESS OF MAKING A KNOT DOLL OF POLTAVA REGION

On the basis of the categories ‘ethnic design,’ ‘technology teacher training,’ ‘a knot doll of Poltava region,’ ‘making a knot doll’, the article considers the importance of ethnic design future technology teacher training by means of making a knot doll of Poltava region. The content of the category ‘future technology teacher’s competence in the application of ethnic design in professional activities’ is stated; it is defined as a complex quality of the future teacher’s personality, aimed at perception, implementation, improvement, and development of innovative methods of presentation of the achievements of ethnic design in everyday practical professional activities in order to effectively and efficiently solve pedagogical problems. The article is aimed at expanding and deepening the issues of ethnic design teacher training, as well as researching the process of making a knot doll of Poltava region.
 Theoretical analysis of the problem in the professional activity of future technology teacher training has revealed that in recent decades in pedagogical theory and practice much attention has been paid to the artistic and aesthetic aspect of the specialist’s creative personality, mostly by means of decorative and applied arts; instead, research has only recently begun on the use of ethnic design in the process of future technology teacher training. An analysis of recent research and publications has shown that the issue of future technology teacher training by means of making a knot doll, which is an essential component of future technology teachers’ ethnic design skills and mastering the knowledge and skills of making a knot doll of Poltava region is a sign of skill. The study has concluded that the process of making a knot doll of Poltava region can be a tool of ethic design training; it acts as a complex type of creative activity at the intersection of several types of folk art and more broadly - at the intersection of pedagogy and psychology, ethnography and art history. Prospects for further research in the selected issue may be a thorough study of the role and place of the knot doll of Poltava region as a phenomenon of ethnic design and technological education.

ПРАКТИЧНИЙ АСПЕКТ ФОРМУВАННЯ ГОТОВНОСТІ ДО ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ КОМП’ЮТЕРНОГО ПРОФІЛЮ

The article is devoted to the analysis of the practical aspect of professional mobility readiness of future engineers-teachers in the area of computer technology. It has been found out that organization of practical training (industrial practice) of engineers-teachers is focused on modern profession requirements. It contributes to the formation of necessary professional skills and testing the abilities and capabilities of future specialists’ professional activities needed to develop readiness for professional mobility. Emphasis has been placed on the advantages of project technology in the practical training of higher education applicants. It involves the development of creative potential, innovative thinking, high creativity, the ability to comprehensively combine research, design, entrepreneurship and evaluate the decisions consequences. At the same time, the practice provides mastery of the methodology and means of automated collective complex systems design at all life cycle stages and the formation of information and communication skills of the future engineers-teachers in the area of computer technology. It has been proved that the project technology introduction contributes to the pedagogical tasks implementation: intensification, improving the efficiency and quality of the educational process; training differentiation. It provides the future specialist with his own trajectory of self-education; system integration of subject tasks. The practical aspect of the formation of professional mobility readiness in the context of design technology, involves identifying personal prospects for professional development, self-improvement of the ideal model of professionally mobile personality. It promotes the ability formation of individual professional style of activity, creativity, self-development, and self-organization. At the same time, project technology provides readiness formation to create innovations and implement them, take into account all possible scenarios, be able to take risks, work in a team and interact in a highly competitive environment. That is, it creates all the conditions for the formation of professional mobility readiness of future engineersteachers in the area of computer technology.

Innovational methods of raising the profile of the pedagogical profession. (on the example of a practical subject profile)

The article is devoted to the currently topical problem of forming the professional competence of future teachers of technology. The role of labour training in the formation of values and the active life position of the individual is considered. The main methods of the study of this problem is a retrospective analysis, allowing a comprehensive and systematic study of the impact of various factors on the process of formation of professional and pedagogical competence of the future teacher of technology. Essential characteristics of the interdisciplinary approach as factors in the formation of professional and pedagogical competencies of students have been identified. The authors offer own interpretation of the formalization of the future teacher's professional competence in technology, including the mastery of three fundamental components: a high degree of mastery of the conceptual teaching apparatus; high quality of pedagogical problems solving; mastery of professional terminology and basic categories of pedagogy in the process of solving educational and professional problems. The materials of the article are of practical value for students of pedagogical universities, technology teachers and specialists, whose field of activity is connected with labor training and education of students in training organizations.