PEDAGOGICAL POTENTIAL OF INNOVATIVE TECHNOLOGIES IN THE DEVELOPMENT OF SUBJECT-METHODOLOGICAL COMPETENCE OF FUTURE TECHNOLOGY TEACHERS

Анотація

The article addresses the topical issue of developing the subject-methodological competence of future technology teachers within the context of the modernization of higher pedagogical education. The study substantiates the expediency of employing innovative educational technologies as an effective means of integrating the theoretical and practical components of professional teacher training. The essence of the subject-methodological competence of future technology teachers is clarified in accordance with the Professional Standard for Teachers of General Secondary Education Institutions, and its significance for ensuring the quality of the educational process is emphasized. Particular attention is paid to the pedagogical potential of information and communication technologies (ICT), digital technologies, project-based and interactive teaching methods, STEM and STEAM approaches, distance and blended learning formats, problem-based learning, the case study method, as well as technologies for modelling and visualizing educational content.

The purpose of the study is to provide a theoretical substantiation of the pedagogical potential of innovative educational technologies in the development of 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.

Research methodology is based on theoretical methods, including analysis, synthesis, and generalization of scientific literature, educational policy and regulatory documents, as well as comparative analysis of pedagogical approaches to the professional training of future technology teachers.

Scientific novelty lies in the comprehensive analysis and identification of the methodological potential of innovative educational technologies as an integrated didactic toolkit for developing the subject-methodological competence of future technology teachers.

The findings indicate that innovative educational technologies create favourable conditions for developing the professional autonomy of future technology teachers, as well as their critical, technical, and creative thinking. Furthermore, they promote the ability to make pedagogically sound decisions and enhance readiness to implement contemporary methods of technology education in general secondary education institutions.

References

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