NATIONALLY ORIENTED DESIGN AND GARMENT MANUFACTURING TECHNOLOGY AS A MEANS OF FORMING THE PROFESSIONAL AND METHODOLOGICAL READINESS OF STUDENTS OF TECHNOLOGICAL AND VOCATIONAL EDUCATION

Abstract

Problem. The article addresses the issue of integrating national traditions into design-projecting and garment manufacturing technology in the process of professional training of future technology teachers and vocational education teachers. The relevance of the study is determined by the need to update the content of training for students of technological and vocational education who are able to combine subject knowledge in sewing, design-and-technological thinking, and the ability to transform ethnocultural material into learning tasks for students of general secondary education institutions and vocational education institutions.

The purpose of the article is to substantiate the methodological principles of using nationally oriented design and garment manufacturing technology as a means of forming the professional and methodological readiness of students of technological and vocational education.

The research methodology is based on the analysis of scientific works on ethnodesign, design-projecting, garment manufacturing technology, and professional training of pedagogical workers; generalization of pedagogical experience; and identification of pedagogical conditions for integrating national traditions into the content of professional training.

Scientific novelty lies in clarifying the essence of nationally oriented garment design as an integrative means of professional and methodological training of students. The sequence of students’ training has been substantiated, covering analytical and research, conceptual and design-projecting, constructive and technological, technological and practical, methodological and transformational, and evaluative and reflective stages. The pedagogical conditions for the effective integration of national traditions have been identified: the problem-project nature of tasks, interdisciplinarity, orientation toward real educational and production situations, and responsible treatment of an authentic source.

Conclusions. The effectiveness of forming the professional and methodological readiness of students of technological and vocational education is ensured by the sequence of their training stages, adherence to the identified pedagogical conditions, the problem-project nature of tasks, interdisciplinary combination of design, technology, materials science, construction, and methods of vocational training, as well as responsible treatment of an authentic ethnocultural source.