INTEGRATED TRAINING OF TEACHERS FOR THE LIGHT INDUSTRY SECTOR

Abstract

The purpose of the article is to theoretically substantiate the feasibility of integrating artistic and graphic, design and construction, and production and technological training of future vocational education teachers in the light industry sector, as well as to determine its content-related, methodological and competence-based guidelines based on the analysis of the disciplines «Special Drawing», «Design Workshop in Clothing Construction and Modelling» and «Industrial Training».

The relevance of the study is determined by the need to train specialists capable of combining an artistic concept, a design solution, technological implementation and pedagogical explanation of educational and production processes.

Methodology. The study uses the analysis and systematisation of scientific and pedagogical sources, comparative analysis of the content of educational components, generalisation of pedagogical experience, structural and logical modelling of interdisciplinary connections, and pedagogical design of an integrated educational project for a garment product. The application of competence-based, activity-based, integrative and project-based approaches made it possible to consider professional training as a holistic system for developing the professional and pedagogical readiness of a teacher.

Scientific novelty. The model of combining three interrelated components of professional training has been clarified: artistic and graphic, design and construction, and production and technological components. The logic of transition from an artistic image and sketch to a technical drawing, construction, technological chart, practical manufacture of a product and pedagogical reflection on the results of educational and production activities has been proposed. It is substantiated that an integrated educational project for a garment product is an effective form of combining creative, technical, technological and methodological tasks.

Conclusions. It has been proven that the integration of these components ensures the integrity of professional training and contributes to the formation of design, construction, technological and pedagogical thinking among students. It creates conditions for training a teacher capable of organising the full cycle of project and production activities of pupils and students in institutions of vocational and professional pre-higher education, explaining the sequence of operations, controlling product quality, ensuring safe working conditions and developing professional responsibility.