IMPROVING THE METHODOLOGY FOR DEVELOPING THE COMPETENCE OF FUTURE TECHNOLOGICAL EDUCATION TEACHERS

Abstract

This article examines the theoretical, methodological and practical foundations for improving the methodology of developing the professional competence of future technology education teachers. In the context of digital transformation in education, future technology education teachers are expected not only to possess technological knowledge, but also to adapt technological content to pedagogical situations, use digital tools effectively, organize project-based and problem-based learning, assess learners’ outcomes, and reflect on their own pedagogical practice. Based on the integration of systemic, competence-based, learner-centred, activity-based and digital approaches, an improved methodological model for developing the competence of future technology education teachers is proposed. The model consists of target, content, process-methodological, digital-practical and result-oriented components. Motivational, cognitive, practical-technological and reflective criteria are defined, along with low, medium and high levels of competence development.

Keywords

technology education, future teacher, professional competence, technological competence, digital competence, competence-based approach, pedagogical design, project-based learning, digital education, reflection, innovative methodology.