Методологічні підходи до формування технологічної культури майбутніх учителів технологій у професійній підготовці

Abstract

Професійна підготовка вчителів технологій є складовою частиною системи вищої професійної освіти, яка потребує системного вивчення. Ключовою частиною кожного дослідження є виділення методологічних підходів до його проведення, основних концептуальних ідей. Як було вже доведено, різноманіття розуміння терміну “культура” пояснюється різними підходами до її визначення, таким чином, виокремлення методологічних підходів є необхідною умовою проведення наукових пошуків. Методологічні підходи розкривають базові теоретичні положення, на які спирається здобувач у процесі розкриття теоретичних основ досліджуваної проблеми, отже їх визначення є першорядним у процесі проведення експериментальної роботи.

The article highlights the professional training of technology teachers as a component of the higher vocational education system. The author describes the application of methodological approaches for systematic study of this issue. A main part of each research is the identification of methodological approaches to its realization and the main conceptual ideas. The comprehension variety of the term “culture” is explained by different approaches to its definitions. The separation of methodological approaches is a necessary condition for carrying out scientific research. Methodological approaches reveal the basic theoretical positions on which the researcher relies in the process of studying the theoretical foundations of the problem. Therefore, the definition of methodological approaches has prime importance in the process of carrying out experimental work. The historical analysis of the problem, which deals with forming the technological culture of the future teacher, allows us to define two basic methodological approaches to its study: culturological and technological. In the article the culturological and technological methodological approaches by studying the issue the forming technological culture of future technology teachers are complemented by axiological, competency-based and system approaches. The axiological approach is chosen from the significance standpoint of the values formation and the development of value orientations in the process for formation the technological culture of future teachers. The competency-based approach is outlined as the main stage in the development the technological culture of future teachers in the process of professional training. The system approach is fundamental for the studying in standpoint the coordination the structure and components of the technological culture. By determining the methodological approaches in our study, we are focused on the statement by S.Sysoieva and T. Krystopchuk: “The term “methodology” means the learning of the cognition scientific method; the accumulation of cognitive tools, methods, techniques used in a particular science; a branch of knowledge that studies the means, backgrounds and principles of organizing cognitive and transformative activities. At its core, it is the fundamental basis for k cognition and transformation reality”. The complex combination of the determined methodological approaches to the development of technological culture creates backgrounds for a deep comprehension of the researched phenomenon core. It allows to effectively determinate the scientific and methodological foundations and pedagogical conditions for the formation and development of technological culture in future technology teachers as a strategic direction of their professional training.