Features of training future technology teachers in the context of reforming the New ukrainian school

Abstract

The article is dedicated to identifying the features of competency-based training for future technology teachers in the context of the New Ukrainian School Concept. The New Ukrainian School (NUS) poses new challenges and tasks for the education system, particularly for pedagogical institutions that provide training for future technology teachers. Future technology teachers must possess not only subject knowledge but also a range of key competencies that will help them prepare the next generation for life in a dynamic world. Special attention is paid to developing future teachers' readiness to use innovative technologies, CAD systems, and graphic competence.

Qualified instructors with deep graphical knowledge and experience in this field are necessary for the training of future technology teachers. Educators should possess modern teaching methods and forms, innovative technologies, ICT and CAD skills, experience working with children, and established collaboration with practitioners, employers, and community representatives.

The article emphasizes the advantages of the cluster model of technology teacher training, particularly regarding the formation of graphic literacy. The authors compare this approach with university education, highlighting the key differences between them.