У статті обґрунтовуються умови формування технічної компетентності вчителів технологій у процесі
їх фізико-ма тематичної підготовки. Виділено три рівня вивчення фізико-математичних дисциплін, спрямовані на поетапне,
та поглиблене опанування змісту цих курсів, визначені основні вимоги до проектування структури відповідного освітнього
середовища.
Justified conditions of the technical competence of teachers of technology in their physical and mathematical
training. Three of the study of physical and mathematical sciences aimed at a gradual and profound mastery of the content of these
courses. The first or initial level should acquaint students with the general principles, the laws of physical and mathematical disciplines.
The second level involves in-depth study of selected issues and some sections of courses that serve as the fundamental basis for further
study technical subjects at all educational and qualification levels. The third level, which can be called high propedeutics include
implementation of technical training future teachers of technology, which means it has a dual format challenges, namely solving practical
engineering problems and the formation of the primary foundations of knowledge and skills in engineering and technology. Formation of
technical competence of future teachers of technology in the study of physical and mathematical sciences seen as integrative multilevel
structure is reasonable, even for the disciplines of physics and mathematics cycle must be subordinated to the task of educational field
«Technology» at both the secondary school and in higher teacher education ie it must meet the latest international advances in
technology and manufacturing and information technology.The basic requirements for the design of stmctures appropriate educational
environment, training should integrate previously acquired knowledge and skills of students consider interdisciplinary connections; must
conform to prepare future teachers technologies to communicate with practice, conform promising areas of social development, taking
into account social and cultural value priorities, content learning environment should be focused on the development of key components
of professional competence, build knowledge and skills that contribute to the formation of teachers technologies that meet the
requirements of modern society.
