NORMATIVE PRINCIPLES OF FORMATION OF CROSS-DISCIPLINARY COMPETENCE OF FUTURE TEACHERS OF VOCATIONAL TRAINING

Abstract

Relevance: the need for a systematic analysis of domestic and international regulatory documents regarding the formation of cross-disciplinary competence of future teachers of vocational training is due to the fact that the relentless development of society, knowledge and technology dictates new requirements for future specialists who must quickly adapt and master new skills and professions. In view of this, educational programs are undergoing significant changes, which are based on the acquisition of universal competencies: the ability to learn quickly, process information, instantly master new technologies, develop critical thinking and a critical approach. Thus, higher education institutions face the task of combining the development of such abilities and simultaneously providing students with specialized knowledge and skills within the framework of the chosen profession. And the solution for this is to use cross-disciplinarity to build these competencies.

Purpose: to analyze and generalize domestic and foreign normative documents regarding the formation of cross-disciplinary competence of future teachers of vocational education in view of the current state of development of science and society.

Methods: partial search, generalization, analysis, comparison, description of domestic and foreign normative documents on the issue of interdisciplinarity.

Results: a theoretical analysis of domestic and foreign legal documents and scientific publications on the formation of cross-disciplinary competence of future teachers of vocational training is carried out.

Conclusions: it is found that domestic and foreign legal documents emphasize the need to improve the educational process of higher education institutions and increase the competitiveness of employees on the labor market by using interdisciplinarity as a basis for solving global problems and creating promising technologies and innovations; the advantages of interdisciplinarity in comparison with traditional scientific approaches to the organization of the educational process of higher education institutions are shown (effective formation of skills of the 21st century; focus on students' mastery of fundamental multicultural knowledge; promotion of the development of criticality, flexibility, breadth and depth of thinking; stimulation of innovative ideas; formation of the ability to solve current problems of today, which require the balancing of many conflicting or competing goals); the need for future teachers of vocational training to acquire knowledge and skills from at least two fields (pedagogical and industrial) is proven; the development of recommendations for the implementation of a cross-disciplinary approach in educational programs for the training of future teachers of vocational training is recognized as a perspective for further research.