| Annotation |
In the article, proceeding from the tasks of training qualified workers and employees capable of effective work in the conditions of modernization of production and innovative development of the economy, the need for the formation of professional training in organizational and technological activities among future teachers is substantiated. The readiness to carry out organizational and technological activities allows the teacher of vocational training to competently organize educational and professional and production and technological processes, manage educational and labor collectives, more effectively implement pedagogical and production technologies. The author’s formulations of the organizational and technological activities of teachers of vocational training and readiness for this type of activity with the characteristics of structural components are given. Using the modeling method, the author has developed a structural and functional model of the formation of the readiness of future teachers of vocational training for organizational and technological activities. In the model, conceptual-target, content-technological and productive-evaluative blocks are highlighted. The conceptual-target block reflects the goals, objectives, targets, methodological approaches (system-synergetic, competence-activity and personality-oriented) and the principles of forming the readiness of future teachers of vocational training for organizational and technological activities. The content-technological block describes approaches to the formation of the content of organizational and technological training; stages, forms, methods and means of this process. The performance-evaluating block characterizes the developed criteria, indicators and levels, as well as the selected diagnostic methods, which are used to assess the results of the formation of the readiness of future teachers of vocational training for organizational and technological activities. The possibility of adapting the model to the specifics of the industry-specific training of vocational education teachers is indicated. |
| References |
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