FORMATION OF SUBJECT-METHODOLOGICAL COMPETENCE OF FUTURE TECHNOLOGY TEACHERS BY MEANS OF INNOVATIVE TECHNOLOGIES

Abstract

The article addresses the topical issue of forming the subject-methodological competence of future technology teachers in the context of the modernization of higher pedagogical education. The expediency of using innovative educational technologies as an effective means of integrating the theoretical and practical training of future technology teachers is substantiated. The essence of the subject-methodological competence of a future technology teacher is revealed from the perspective of the Professional Standard for teachers of general secondary education institutions, and its role in ensuring the quality of the educational process is determined. Particular attention is focused on the pedagogical potential of information and communication and digital technologies, project-based and interactive teaching methods, STEM and STEAM approaches, distance and blended learning formats, problem-based learning technologie, the case method, as well as technologies for modeling and visualization of educational content.

The purpose of the study is to theoretically substantiate the pedagogical possibilities of innovative technologies in the process of forming the subject-methodological competence of future technology teachers and to identify effective approaches, forms, and methods for their implementation in the educational process of higher pedagogical education institutions.

The research methodology involves the use of methods of theoretical analysis, synthesis, and generalization of scientific sources and regulatory documents in the field of education, as well as a comparative analysis of pedagogical approaches to the professional training of future technology teachers.

The scientific novelty of the study lies in a comprehensive analysis and identification of the methodological potential of innovative educational technologies as an integral didactic toolkit for forming the subject-methodological competence of future technology teachers.

The conclusions indicate that innovative technologies create conditions for the development of professional autonomy, critical, technical, and creative thinking of future technology teachers, foster the ability to make pedagogically sound decisions, and ensure readiness to implement modern methods of teaching technology in general secondary education institutions.