Article
Article name Formation of Technical and Technological Competence Among Future Engineers-Educators in the Process of Professional Training: Research Results
Authors Zinchenko V.O. Doctor of Pedagogy, Professor,, metelskayvika@mail.ru
Belgray (Galushko) N.V. Candidate of Pedagogy, nata.belgraj@bk.ru
Bibliographic description Zinchenko V. O., Belgrai (Galushko) N. V. Formation of Technical and Technological Competence Among Future Engineers-Educators in the Process of Professional Training: Research Results // Scholarly Notes of Transbaikal State University. 2022. Vol. 17, No. 1. PP. 64–73. DOI: 10.21209/2658-7114-202-17-1-64-73.
Section COMPETENCE APPROACH IN THE SYSTEM OF LIFELONG EDUCATION
UDK 378
DOI 10.21209/ 2658-7114-2021-17-1-64-7
Article type
Annotation Scientific and technological progress determines the transition to high-tech production, innovative development of the economy, which creates new requirements for the training of qualified labour and the need to modernize engineering and pedagogical education with the strengthening of the technical and technological component of the professional competence of the engineer-teacher. The article reflects the stages, content, processes and research tools for the formation of technical and technological competence in future engineers-teachers in the process of professional training. The analysis allowed the authors of the study to determine the content of the technical and technological activity of the engineer-teacher, to carry out a conceptual and terminological identification of basic definitions, and then to determine the essence of the technical and technological competence of engineers-teachers, the structure of which is a system of interrelated components – motivational-value, communicative, cognitive and reflective. The authors refer to the theoretical foundations of the study as a set of methodological approaches to the formation of technical and technological competence: competence-based, practice-oriented, activity-oriented, personality-oriented, com- municative, integrative. As a result of the study, the diagnostic tools have been improved in the context of determining the criteria (motivational-value, cognitive, communicative and reflexive), indicators and levels of formation of the technical and technological competence of future engineers-teachers. Attention is focused on the substantiation and development of pedagogical conditions for the formation of technical and technological competence in future engineers and teachers. The mechanisms and tools by means of which the complex of pedagogical conditions in the process of professional training of students of the experimental group was realized are described. The effectiveness of the developed pedagogical conditions, their productive influence on the formation of all components of technical and technological competence are shown. It was revealed that only under the condition of the comprehensive implementation of the presented pedagogical conditions there is an effective formation of the technical and technological competence of future engineers-teachers, which is confirmed by the methods of mathematical statistics. The directions of further research of the problem of the formation of technical and technological competence of future engineers-teachers in the plane of integration of economies, further modernization of production, digitalization trends in all spheres of public life are indicated.
Key words educational engineer, technical-technological activity, technical-technological competence, pedagogical conditions, vocational training
Article information
References 1. Tuchkova, E. G. Vocational education is one of the guarantees of the right to work. Education and law, no. 4, pр. 448–455, 2021. (In Rus.) 2. Uymin, A. G. Development of vocational training taking into account standards «WorldskillsRussia». Bulletin of Pedagogical Sciences, no. 1, pр. 42–51, 2021. (In Rus.) 3. Gayneev, E. R. The problem of selection of training content in accordance with the requirements of modern production. Vocational education and labour market, no. 1, pр. 36–47, 2021. (In Rus.) 4. Henner, E. K. Professional knowledge and professional competencies in higher education. Education and science, no. 2. pр. 9–31, 2018. (In Engl.) 5. Davies, A., Fidler, D. & Gorbis, M., Future Work Skills 2020. Institute for the Future for University of Phoenix Research Institute. 2011. Web. 14.11.2021. http: // www. iftf.org / uploads /media/SR1382A_UPRI_future_work_skills_sm.pdf (In Engl.) 6. Racko G., Oborn E., Barrett M. Developing collaborative professionalism: an investigation of status differentiation in academic organizations in knowledge transfer partnerships. The International Journal of Human Resource Management, no. 3, pр. 457–478, 2019. (In Engl.) 7. Zeer, E. F., Tret’yakova, V. S.,Miroshnichenko, V. I. Strategic guidelines for the training of teaching staff for the system of continuing professional education. The EDUCATION and SCIENCE Journal, no. 6, pр. 93–121, 2019. (In Rus.) 8. Tsarova, Y. Analyzing regulatory support for professional development of masters of vocational training in the system of methodical work. Professional Pedagogic, no. 22, pр. 114–122, 2021. (In Engl.) 9. Yeap, C., Suhaimi, N., Nasir, M. Issues, Challenges, and Suggestions for Empowering Technical Vocational Education and Training Education during the COVID-19 Pandemic in Malaysia. Creative Education, no. 8, pр. 1818–1839, 2021. (In Engl.) 10. Roberts, B., Wolf, M. High-tech industries: an analysis of employment, wages, and output. Beyond the Numbers, vol. 7, no. 7, May 2018. Web. 14.11.2021. https://www.bls.gov/opub/btn/volume-7/high-tech-industries-an-analysis-of-employment-wages-and-output.htm. (In Engl.) 11. Maskina, O. G., Fedorov, V. A. Training of vocational educators in Australia and Kazakhstan. INSIGHT: scientific journal, no. 5, pр. 17– 29, 2021. (In Rus.) 12. Esenina, E. Yu., Kress H. Training of pedagogical personnel for vocational education (results of Russian-German cooperation).The EDUCATION and SCIENCE Journal, no. 5, pр. 98–119, 2017. (In Rus.) 13. Serdyukova, E. Ya, Yakovenko, T. V. Diversification as a trend of updating vocational pedagogical education. Рrofessional education in Russia and abroad, no. 2, pр. 67–71, 2021. (In Rus.) 14. Kovaleva, I. S., Bezukladnikova, Yu. V. Competencies of a master of industrial training from a production point of view. INSIGHT: scientific journal, no. 2, pр. 97–103, 2021. (In Rus.) 15. Urakova, E. A., Gusev, E. N., Sidorov, A. N. The main directions of vocational education development. Problems of the modern teacher education, no. 70–3, pр. 240–242, 2021. (In Rus.) 16. Ilina, N. N., Ulyashin, N. I. Preparation of a future teacher of vocational training based on a practice-oriented component of activities. Scientific Heritage, no. 46-4, pр. 15–17, 2020. (In Rus.) 17. Galushko, N. V. Criteria, indicators and levels of formation of technical and technological competence among future engineers-teachers. Bulletin of Donetsk National University, no. 3, pр. 81–87, 2018. (In Rus.) 18. Zinchenko, V. O., Galushko, N. V. Technical and technological competence of an engineer-teacher. Theoretical and practical aspects of engineering and pedagogical education: col. monograph. M: World of science, 2018: 43–59. (In Rus.) 19. Galushko, N. V. Diagnostics of the technical and technological competence formation among future engineers-teachers in the process of professional training. Bulletin of the Kostroma State University, no. 1, pр. 122–126, 2019. (In Rus.) 20. Galushko, N. V. Pedagogical conditions for the technical and technological competence formation of future engineers-teachers in the process of professional training. Yaroslavl Pedagogical Bulletin, no. 1, pp. 93–100, 2020. (In Rus.)
Full articleFormation of Technical and Technological Competence Among Future Engineers-Educators in the Process of Professional Training: Research Results