Vocational Training Of Future Teachers Research Articles

Electronic educational methodical complex "Construction of car" in vocational training of future teachers of professional education

The paper presents the content, structure and approaches to using the author's electronic educational methodical complex (EEMC) "Construction of car" in vocational training of future professional education teachers in the transport field. The EEMC combines electronic educational resources - electronic textbooks, laboratories, tests, guidelines, reference books, etc. This allows students to organise various learning activities - studying theoretical material, performing lab experiments, knowledge assessment, and independent work. The quality of the EEMC was evaluated by 12 experts in the field using a competent estimation method. The high concordance index confirmed the good quality of the EEMC. Using the EEMC in vocational training increased students' learning motivation, developed representational thinking, shaped informational culture, and prepared them to apply ICT in future professional work. Prospects for further improvement of the EEMC are outlined.

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ КРОСДИСЦИПЛІНАРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ПЕДАГОГІВ ПРОФЕСІЙНОГО НАВЧАННЯ

It has been established that the ongoing process of European integration in our country requires the creation of a competitive educational system, which mainly depends on the scientific and creative potential and innovative activities of educators. From this point of view, the reform of the national system of professional education at this stage involves a significant expansion of the content areas of the professional activity of pedagogical staff of educational institutions at all levels. In particular, there is a task of forming cross-disciplinary competence in vocational education teachers, since they are responsible for the high-quality training of eminently qualified specialists for the current labour market. The purpose of the article is to highlight the pedagogical conditions for forming cross-disciplinary competence in future teachers of vocational training. The task of the study is to identify and characterize the pedagogical conditions for the development of cross-disciplinary competence in future teachers of vocational training. In the study, the following research methods have been used: analysis and synthesis, comparison, summarization of primary sources, expert evaluation and survey of scientific and pedagogical staff regarding the definition of the list of pedagogical conditions for forming cross-disciplinary competence in future teachers of vocation training The article analyses the pedagogical conditions that contribute to the implementation of current trends in reforming educational systems and comprehensive personality development in terms of higher education institutions. In the study, the pedagogical conditions are considered as a factor or driving force for improving the quality of the learning process. Pedagogical conditions usually combine the performing of pedagogical actions with the use of appropriate forms and methods, and the results of students’ educational activities. At the same time, pedagogical conditions are a set of objective possibilities, content, methods, organizational forms, and material means for the realization of the pedagogical process; they reflect the basic requirements for the organization of pedagogical activity, and ensure the successful achievement of the set goal. It has been noted that pedagogical conditions can be classified into organizational and pedagogical, methodical, social and psychological, material and technical and aesthetic ones. Pedagogical conditions appropriate for forming cross-disciplinary competence among future teachers of vocational training have been singled out, namely: motivation of future teachers of vocational training to master cross-disciplinary competence; cross-disciplinary integration of students’ theoretical and practical training for the development of their cross-disciplinary competence; training of scientific and pedagogical staff to implement a cross-disciplinary approach in the educational process; implementation of the methods for forming cross-disciplinary competence in future teachers of vocational training. In order to identify the pedagogical conditions that will ensure forming cross-disciplinary competence in future teachers of vocational training, their needs in possessing pedagogical and technical knowledge have been primarily taken into account. Special attention is paid to the use of cross-disciplinary connections in higher education institutions which is a guarantee for forming cross-disciplinary competence in future specialists. Based on the results of the study, it has been concluded that modern teachers of vocation training should possess hard skills and soft skills, and be able to quickly find cause-and-effect relationships to solve various situations which are formed and improved within the limits of their cross-disciplinary competence.

Profilul studentului ca subiect al profesionalizării didactice în învățământul universitar

The article is devoted to the issue of initial vocational training of future teachers in the context of Higher Education. The synthesis of the characteristics of the student as a subject of the educational process according to different authors, which are necessary for the formation of a modern specialist, is presented. The results of the empirical study are illustrated. The results demonstrate the appreciations of the characteristics of the student as a subject offered by students and teaching staff.

Intermedia Art Projects in Vocational Training of Primary and Pre-primary Education Teachers

Vocational training of future teachers of primary and pre-primary education strives to prepare future teachers to succeed in pedagogical practice as best they can. That is why they should have the opportunity to connect theory and reflected practical experience, not only within pedagogical practices. One of the possibilities is intermediate artistic projects offered to students of the Faculty of Education, Masaryk University, Brno, within didactic preparation and independent disciplines. They provide students with additional knowledge, help to gain experience, and emotional experience. Implemented intermediate projects are also a source of valuable research data. Their analysis revealed essential conclusions that can improve the training of future teachers.

Formation of Professional Competences of Future Bachelors of Vocational Education in the Process of Dual Training

The creation of logistics infrastructure is closely related to the problem of competence-oriented training of future logisticians. This process is implemented in accordance with the theory of contextual teaching. The methodological basis for preparing bachelors for competitive professional activity is the integration of education with science, professional activity and business. The purpose of the article is the investigation the professional competences of future bachelors in vocational education in the process of their dual training. Research methods: theoretical analysis of scientific sources, normative documents, conceptual principles of logistics; systematization, modelling, observation and testing. Results. The article examines such problem situation: the representatives of higher schools and industrial enterprises agree that the list of professional competences should be formed for the graduates of educational institutions, but there are some professional difficulties in «post-graduate» activities of young professionals. Managing the educational process, the research and teaching staff guide students to achieve the goals formulated in educational programs and obtain appropriate results, which are specific competences. The basic employers’ requirements to the specific knowledge and skills of applicants for the position of logistician are established. The authors have shared the experience of cooperation between the Ternopil Volodymyr Hnatiuk National Pedagogical University and the private enterprise «Scientific and Production Association «Energy Saving Technologies»«. On the example of «Energy Saving Technologies» the technological process of heat generation, which has several variable components (cyclic loading of fuel into the storage hopper, calorific value of fuel, its humidity and particle size distribution), is established; it is determined that for timely fuel supply it is necessary to take into account the internal logistics infrastructure of the enterprise. In the process of training specialists in specialty 015.38 Vocational Education (Transport) according to the educational program «Logistics» students study the discipline «Organization of Transportation», do practical work and develop the three-dimensional graphic dependence, which will contribute to the formation of professional competences. It is also determined that the development of professional competences of future bachelors of vocational education is the unity of their theoretical and practical training. Conclusions. The authors concluded that the theoretical and practical classes with the use of active teaching methods for progressive and optimal students' understanding of the main provisions on the organization of freight transportation, which plays a large role in the development of professional competences of future teachers of vocational training, organizers of transportation services. The use of active learning methods in the educational process arouses the interest of students and allows them to develop analytical, research, communicative, professional skills and abilities.

Formation of Readiness of Future Teachers of Vocational Training to Professional Self-Development by Means of Creative Competition

The relevance of the article is due to the need to train specialists capable of productive work in the conditions of accelerated innovative development, the transition to the use of technologies and equipment of a higher level. This determines the problem of readiness formation for professional self-development, which is especially significant for vocational training teachers who are directly involved in the reproduction of the labor force and are capable of carrying out engineering and technical activities at enterprises and organizations in various sectors of the economy. The authors pointed to the insufficient degree of development of the problem of formation of readiness for professional self-development among future teachers of vocational training, taking into account the multifunctional nature of their work, which is due to the requirements of educational standards. This determined the purpose of the article to identify the essence of professional self-development of a teacher of vocational training and the features of its formation by means of a creative competition. Methods of analysis, synthesis, generalization, systematization, study of pedagogical experience, conversations and observations, as well as leading positions of system and project methodological approaches were used to conduct the research. The author’s definition of professional self-development of the future teacher of vocational training is presented. The potential possibilities of creative competitions in solving the problem of forming the readiness of students of the direction of training “Professional training (by industry)” for professional self-development based on project planning, which underlies the content of creative competitions and corresponds to the nature of the activity of a teacher of vocational training, are indicated. The experience of preparing future teachers of vocational training at the Lugansk State Pedagogical University for participation in creative competitions is characterized. A systematized list of competencies formed by students at different stages of preparation and participation in creative competitions is presented. Ways of organically combining the possibilities of educational and extracurricular processes in the preparation of future teachers of vocational training for participation in creative competitions and the development of the content of such training, which in general will contribute to the formation of students’ readiness for professional self-development, are proposed. Keywords: professional self-development, vocational training teacher, professional and pedagogical activity, readiness for professional self-development of future vocational training teachers, creative competition, project method

INFORMATION TECHNOLOGIES IN THE PROFESSIONAL ACTIVITY OF A FUTURE TEACHER OF VOCATIONAL TRAINING

The current stage of development of vocational education is associated with the need to solve the problem of increasing the intellectual level of the cognitive and creative potential of students, finding ways to develop cognitive and creative abilities. The use of modern technical means of learning contributes to the modernization of the educational process, activates the mental activity of students, promotes the development of their creativity, allows distance learning, develops a system of continuing education.The need to use information technology in the training of teachers of vocational training determines the personalization and technologicalization of the learning process, which includes active independent work of students; integration of psychological and pedagogical disciplines and disciplines of the information cycle; extensive use of students’ own experience, etc. The article identifies a number of types of educational activities, the implementation of which becomes more efficient due to the implementation of information technology: management of real objects; automated control; self-control, etc. The use of information technology in the professional activities of future teachers of vocational training is one of the basic conditions for the formation of highly qualified specialists, which allows to differentiate and individualize work with students and develop their independence by taking into account the needs of educational needs.
 Keywords: information technologies; vocational training; training of the vocational training teacher; Informatization of education.

Enhancement of scientific research function of future teachers in modern education system

The global trend of accelerating scientific and technological progress, the introduction of information technologies, and the transformation of the vocational education system require the development of professional and general cultural competencies in future specialists. The purpose of the study was to scientifically substantiate, create and experimentally test a theoretical model of the formation of a research function in future teachers of vocational training. The methods employed in this research was complementary research methods: theoretical (analysis of scientific literature on the research problem; theoretical modeling, analysis, generalization, comparison, systematization, construction of the process of forming scientific and professional competencies of future teachers); empirical (questionnaire, interview, testing, cross-sectional method); statistical (processing of research materials, primary statistical processing, correlation analysis, analysis of the results of experimental activities). The result of this study showed that the problem of studying and designing a system of pedagogical conditions for the formation of research culture is relevant in the context of the introduction of innovative technologies.
 
 Keywords: Future teachers; scientific research; modern education system.

Development of Emotional Intelligence of Future Teachers of Professional Training

The problem of the development of emotional intelligence of future specialists in vocational education is investigated. It is established that emotional intelligence is the subject of scientific knowledge of modern domestic and foreign research. Based on the analysis of scientific and pedagogical works of scientists and the real practice of emotional intelligence, it is established that the modern labor market needs workers with a set of technical, soft, and social skills that can change according to the requirements associated with work. It has been proven that investing in skills development is critical in a country's economic growth and competitiveness. Among the necessary skills of a modern specialist, we have identified: comprehensive problem solving, critical thinking, mobility, creativity, leadership, time management, coordination with others, emotional intelligence, judgment and decision making, guidance service, negotiation, cognitive flexibility. At the theoretical level, the psychological features of the formation of emotional intelligence of future professionals in the specialization 015.36 - Vocational education are substantiated, the technology of light industry products and 015.37 - Vocational education. Agricultural production, processing of farm products, and food technology have scientifically identified ways to form emotional intelligence (involving future teachers of vocational training in various activities: game, project, cooperative, research; establishing parity in the system of interaction "student - student," "teacher - group of students," "student - group of students "; introduction of active teaching methods ("openwork saw," "pyramid," "brainstorming," etc.). The article substantiates the need and possibilities of forming the emotional intelligence of the future specialist during the student period.

THEORETICAL SUBSTANTIATION OF THE CONCEPT OF DEVELOPMENT OF CREATIVE POTENTIAL OF STUDENTS

The article discusses the issues of developing the concept of the development of the creative potential of future teach- ers of vocational training; substantiates its main provisions: the idea; patterns and principles of the development of the creative potential of future teachers of vocational training; content and semantic content, reflecting the target, content and procedural aspects of the preparation of the future teacher of vocational training in the modern creative educational environment of the university.

"Development of the creative potential of children in the system of vocational training of future teachers

"Development of the creative potential of children in the system of vocational training of future teachers

Pedagogical conditions of vocational training of future teachers by means of information and communication technologies during learning of special disciplines

Pedagogical conditions of vocational training of future teachers by means of information and communication technologies during learning of special disciplines

Methodological Foundations for the Information Competence Development of Future Teachers of Vocational Training

At the present stage of development of society and technologies, information in digital format acquires the status of capital and becomes the leading factor in the development of the state economy. Digitalization of education is a response to the need of the digital economy for competitive specialists. To ensure the effectiveness of the implementation of the digitalization strategy in the field of vocational education, providing the industry with labor personnel, a necessary condition is the presence of a high level of information competence of vocational training teachers. The professional activity of these specialists is of an integrative, practice-oriented nature, since it is aimed at preparing qualified workers and middle-level specialists for professional activity in various industries that are switching to the use of digital technologies today. The analysis of educational standards for the training of teachers of vocational training allowed the author of the article to establish the fragmentary and unclear requirements for the information competence of this specialist, which prevents its effective development in the process of studying at a university. Also, the analysis of educational standards in the areas corresponding to the profiles of training teachers of vocational training revealed higher industry requirements for the information competence of a teacher of vocational training. These contradictions make it necessary to develop the information competence of future teachers of vocational training in the process of specialized training and the development of appropriate technology. The solution of this problem has been started by the author with the substantiation of the methodological basis for the development of information competence of future teachers of vocational training. The article presents the author's definition of the information competence of a teacher of vocational training and its structural components. When determining the methodological basis for the development of information competence of future teachers of vocational training, the trends, patterns, principles and methodological approaches of this process are highlighted.

SMART-COMPLEX IN THE VOCATIONAL TRAINING OF A MODERN TEACHER

Relevance. The transformation and development of modern information technologies (IT) have affected the educational process of all educational institutions, which makes it necessary to justify the application of numerous pedagogical innovations using IT in the vocational training of future teachers. This makes developing important for future educators to understand the SMART-complex as a component of the information education environment, since in order to develop the SMART-complex, the teacher must understand its` structure and the interaction of all components. Purpose: to highlight and characterize the main elements of the SMART-complex as an educational information environment of an educational institution, to prove the advisability of their use in the training of future teachers. Methods: direct analysis and synthesis are for substantiating the relevance of the problem, that is under consideration; deduction is for identifying the main structural elements of the SMART-complex, modelling is for the image of the structural appearance of the SMART-complex, generalization is for taking the stock of the work. Results: the emergence of the concept of the SMART-complex and some elements of its structural type were analysed; the existing SMART-complex models were described and generalized and their main structural elements were defined; the need to introduce SMART-complex as a component of the information education environment was noted. Conclusions: SMART-complex is an information dynamic system of educational and methodological direction with defined SMART-criteria (specific, measurable, attainable, relevant, time-bound), with static, dynamic and environmental components; SMART-cloud resource is a system for personalized delivery and processing of electronic content; services (e.g., cloud-based electronic storage) for handling documents, spread sheets, electronic presentations; video-web conferencing for creation of electronic questionnaires, tests; application of this resource allows to organise both general and individual work with the content, in fact SMART-cloud resource is a «core» of SMART-complex; available SMART-complexes correspond to the modern educational needs in the context of fulfilling the tasks of the New Ukrainian School and can be used in the training of future teachers.

PRACTICAL-ORIENTED MODULE OF ROBOTICS IN VOCATIONAL TRAINING OF PHYSICS AND INFORMATICS TEACHERS

The article discusses the design and testing of a practice-oriented module on educational robotics in the vocational training of future teachers of physics and computer science at a pedagogical university. The module includes the development of the interdisciplinary content and conduct practical exercises with students. In the process of experimental work, it was shown that future teachers of physics and computer science can increase the level of special knowledge and skills in designing educational robots, if the form of training is an interdisciplinary module on educational robotics within disciplines "Electrodynamics" and "Computer architecture", and if one of the methods is working with schoolchildren on the assembly of robots under the supervision of university lecturers. The significance is the possibility of in-depth learning of junior courses students for future practical training using contemporary digital educational equipment. The practical tasks of the module contribute to the effective preparation of students if they are carried out in the process of working with students on educational robotic equipment, such as LEGO Mindstorms Education EV3 and Ultimate Robot Kit V2.0. The main issues of the educational robotics module–power supply of the robot, servomotors, sensors of robots, architecture of microcontrollers of robots–should be studied before completing tasks.

MEDIA LITERACY AS ONE OF THE COMPONENTS OF THE PROCESS OF PREPARATION OF A MODERN TEACHER OF VOCATIONAL TRAINING

The formation of media information literacy and media culture in accordance with their age, individual and other characteristics is defined as one of the priority areas of media education in Ukraine. That is why in the process of integration of Ukrainian education into the European space and providing the state with measures for information security of the country, the issues of media literacy of modern teachers, including professional teachers, become especially acute and relevant. The purpose of this article is to determine the content of the concept of «media literacy», analysis of the legal framework for the introduction of media education in Ukraine and foreign and domestic experience in the formation of media literacy in future teachers of professional training. The following research methods were used in the work: empirical method of collecting and systematizing materials related to the study of media literacy in future teachers of professional training; terminological analysis, as a result of which the definitions of a number of terms were specified: media literacy, media competence, media education, media pedagogy, professional training, teacher of professional training. The presented material of the article allowed to make the following conclusions: the analysis of foreign and domestic experience of formation of media literacy at future teachers of vocational training gave the chance to define the maintenance of concept «media literacy of the modern teacher of professional training». The analysis of the legal framework for the introduction of media education in Ukraine showed that the media educator, who is included in the media education system and has media literacy skills, is a key figure at all levels of modern education: from preschool to higher.

PROFESSIONAL ORIENTATION OF THE COURSE «BASICS OF COMPUTER GRAPHICS» IN THE SYSTEM OF TRAINING OF A PEDAGOGUE OF PROFESSIONAL LEARNING

The urgency of the research is conditioned by the social order of society, the needs of the labor market and the rapidly developing economy in the information environment. The application of new areas of computer graphics form a professional competence of an increasing number of teachers of vocational training, which must be able to organize and carry out professional activities. The purpose of the article is to justify approaches to the formation of the content of the course «Basics of Computer Graphics», which has a professional direction for learning this discipline. The main methods used in the study are divided into the theoretical (study of scientific and pedagogical literature, general and special works on pedagogy, analysis of textbooks and methodological manuals), empirical (observation, study and generalization of creative experience), statistical method in order to increase the validity of conclusions. The current state and problems of studying computer graphics in the process of training of future teachers of vocational training are analyzed. Attention is focused on the new approach to the formation of the content of the course «Basics of Computer Graphics», which has a professional direction for further mastering of educational disciplines of professional training. Practical recommendations for the reorganization of traditional forms of educational work in teaching discipline are proposed. The necessity of constant communication of graphic and special professional disciplines is substantiated. Action algorithm and a list of recommendations are defined, which is to increase the level of efficiency of student training, taking into account modern education requirements.

ПРЕДПОСЫЛКИ И ТЕНДЕНЦИИ ПРИМЕНЕНИЯ ТЕХНОЛОГИЙ БЕНЧМАРКИНГА В ПОДГОТОВКЕ БУДУЩИХ ПЕДАГОГОВ ПРОФЕССИОНАЛЬНОГО ОБУЧЕНИЯ

The article discusses the results of a historiographical study of the problem of theoretical justifi cation, development and implementation of a system for training future teachers of vocational training using a set of benchmarking technologies. Special attention is paid to the understanding of pedagogical interpretation and adaptation of benchmarking as a tool of the project method.

The use of innovative learning technologies while training future teachers of vocational training in the field of labor safety

The use of innovative learning technologies while training future teachers of vocational training in the field of labor safety

Review of the monograph by K. P. Osadcha "Theoretical and methodological fundamentals of vocational training of future teachers for tutoring"

In the publication the theoretical and methodological research of K. P. Osadcha “Theoretical and methodological fundamentals of vocational training of future teachers for tutoring” has been analyzed, which reflects the theoretical and practical aspects for vocational training of future teachers to new realities of teaching, namely the implementation of tutoring in working with children at primary, secondary and high school. The authors have analyzed the structure of this monograph, highlighted main author achievements, which are the historical and pedagogical analysis of the development for tutoring in Ukraine, the determination of the essence the tutoring, the structure of the tutor competence and conceptual foundations of vocational training of future teachers for tutoring.