Methodical system of future handicraft and technology teachers’ training for pedagogical interaction

Abstract

The need for updating approaches to future handicraft and technology teachers training based on personality development and competency-based paradigms has been actualized in the article. The patterns incorporated into functioning of a methodical system, related to an internal structure of the system and its external links and the main requirements included during development of the methodical system have been defined. Based on generalization of research findings, it has been specified that the methodical system of future handicraft and technology teachers’ training for pedagogical interaction in professional activity is viewed as a complex and dynamic formation that consists of equivalent interrelated components such as goals, content, methods, forms and technologies of training, reflection, student selfregulated learning, outcomes. It has been stated that the interaction between structural components of the developed methodical system is carried out at two levels, namely, content- and activity-based that allows to reflect the interaction
between its components and, therefore, the subject-subject nature of its functioning.
It has been indicated that a system forming component of the methodical system combining activities of a teacher and a student are goals specified in assignments and realized through content, methods, forms and technologies of future specialists’ training, reflexive activity and self-regulated learning of students and reflected in outcomes. It has been found out that forming readiness for pedagogical interaction is facilitated by problem-based, interactive and research methods; group-based forms and interactive pedagogical technologies (project-based, training, coaching, case, information and communication technologies).