Conseptual foundations of future VET teacher`s training

Abstract

It has been actualized that the volume of training of VET teachers in Ukraine is small and does not meet the needs of practice, and the content of training of VET teachers in higher educational institutions of Ukraine is excessively differentiated according to individual disciplines, is deserted and requires systematic regulation, harmonization of pedagogical and special-professional component, increase of practical component of preparation, flexibility and versatility.The key positions of modern domestic educational concepts regarding the stages and levels oftraining of VET teachers are analyzed, and their extension of practical training are described.It is determined that the conceptual foundations of the practical training of VET teachers aresynergetic, axiological, competence, subject-activity, integrative, contextual scientific approachesand principles of scientific, continuity, student-centeredness, openness and variability, connectionof theory with practice, technological ability. The model of practical training of VET teachers ispresented, which is a means of studying such training as a pedagogical category, is described. Itreflects the relationship of pedagogical science with practice; illustrates the main positions of theinvestigated process; generalizes the results and defines a prognostic vision for solving this problem.The model contains conceptual-purposeful, content, technological, diagnostic-productive blocks.The structure of competence of VET teacher is defined, which is represented by the followingcomponents: informational, innovative, personal, practical and activity. Among the criteria for theformation of the teacher’s professional competence, the instrumental, systemic, social-personal, andtechnological are determined.Three levels of professional competence of VET eachers are defined and described: high,medium, low.