METHODOLOGICAL ASPECTS OF DEVELOPING ENTREPRENEURIAL COMPETENCE IN FUTURE TECHNOLOGY TEACHERS

Abstract

In the context of reforming the technological educational field, the issue of developing entrepreneurial competence as an integrated quality of a future teacher’s personality is becoming increasingly important. This competence is manifested in the ability to initiate activities, generate ideas, plan resources, create a practically significant product, organize cooperation, present results, and transfer the acquired experience into pedagogical practice.

Purpose of the study: to identify and substantiate the methodological aspects of developing entrepreneurial competence in future technology teachers in the process of professional training.

Research methodology: the study is based on the analysis of scientific and pedagogical literature, regulatory documents in the field of general secondary education, generalization of approaches to interpreting entrepreneurial competence, systematization of methods and forms of organizing project-technological activity, and structural-logical analysis of the components of entrepreneurial competence in future technology teachers.

Scientific novelty: the methodological directions for developing entrepreneurial competence in future technology teachers have been specified, in particular the motivational-value, cognitive, activity-based, communicative, creative, and reflective directions. The expediency of using project-technological activity, the case method, business and role-playing games, design thinking, portfolios, self-assessment, and peer assessment as tools of professional training has been substantiated.

Conclusions: the development of entrepreneurial competence in future technology teachers should be carried out through a system of practice-oriented tasks that involve identifying a problem, substantiating an idea, selecting materials and technologies, planning resources, creating a product, presenting the result, and reflecting on the activity. The leading means of this process is project-technological activity, as it ensures a connection between students’ professional training and their future ability to develop pupils’ entrepreneurship in technology lessons.