Organization of educational activities of teachers of professional-theoretical training in the postgraduate education conditions: methodological concept

Abstract

The problem of methodology of postgraduate education of teachers of subjects of professional-theoretical training of institutions of vocational (vocational-technical) education is actualized in the article, on the basis of which approaches, preconditions and principles are presented. The analysis of scientific researches on the identified problem is carried out. Methodological approaches to the organization of the educational process in terms of course preparation are defined: acmeological, axiological, andragogical, humanistic-value, activity, competence, coaching, systemic, synergistic and integrative.
The author’s educational program for teachers’ advanced training of this category is presented, which aims at improving teachers’ professional skills based on modern conceptual approaches to the content, forms and methods of teaching material, the introduction of modern educational technologies into the educational process, taking into account higher education.
The modules of this program are presented, which are aimed at formation of general, professional competences and which are based on the principles of integrity, systematicity, variability and adaptability; results of learning style diagnostics and their interpretation by P. Honey and A. Mumford test.
The problem of identifying the learning style and design based on the test of the lesson scenario is revealed. The activities according to the style of training during the practical training are determined. Much attention is paid to the individualization and differentiation of the educational process, which provides individual educational needs and motivates teachers to professional development. Prospects for the development of the factor-criterion model with the purpose of measuring the level of formation of general, professional competences and determining its dynamics are highlighted.