Competence in pedagogical design in the training of pedagogical engineers

Abstract

Pedagogical design as a component of the professional competences of vocational education teachers and the importance of this component in the preparation of future teachers for vocational education institutions are considered. A brief analysis of the approaches of scientists to the interpretation of pedagogical design, the role and place of pedagogical design in the modern educational process, in particular, in the context of the use of information and communication technologies, was carried out. The results of a survey of vocational school teachers regarding the use of pedagogical design as a promising direction, which allows building effective online and mixed learning, are presented. It was found that the current state of training of future vocational school teachers regarding the application of pedagogical design in the educational process is ineffective.

A theoretical substantiation of the competence of future teachers of a vocational school in pedagogical design, which is determined by the unity of cognitive and procedural components, has been carried out. The criteria for the formation of these components are the ability to build an effective educational process based on learning goals, educational material and modern tools that can be available in the information-educational environment, as well as the ability to provide effective psychological and pedagogical interaction with those who study. The possibilities of the educational discipline "Pedagogical mastery" and pre-diploma practice for acquiring competence in pedagogical design have been identified and experimentally confirmed. During the experiment, in which students of higher education at the master's level from the specialty "Professional education (by specializations)" took part, positive changes occurred in the formation of cognitive and procedural components of competence. This confirms the expediency of further use of the possibility of pedagogical mastery and pre-diploma practice for the acquisition of competence in pedagogical design by future teachers of a professional school.