INTEGRATION OF GENERAL TECHNICAL KNOWLEDGE IN PROFESSIONAL TEACHING OF TECHNOLOGY TEACHERS

The content filling of the educational field of «Technology» provides a deeper acquaintance of students with the modern achievements of technology, mastering the practice of design and technological activities. Bearing this in mind, it is topical to develop the scientific principles of engineering training for future teachers of labor training and technology, which led to theoretical substantiation and practical implementation of structural changes in curricula in general technical disciplines. The analysis of the scientific literature and practical experience shows that the proposed structure of the content of the integrated course «Engineering Mechanics» is aimed primarily at intensifying the students’ cognitive activity, as well as their broad involvement in independent work on the design and construction of technical objects. Such circumstances favor direct impact on the content of engineering training of future teachers of labor training and technology linked to the global change in scientific approaches and innovative processes in the creation of technical facilities and also indirect – caused by the development of modern production and information technologies.The article analyzes the current system of engineering training of future teachers of labor training and technology which is characterized by the reorientation of the educational process to the project-technological activity of students. The authors substantiate the necessity of integration of knowledge from the cycle of general technical disciplines in the content of engineering training of future teachers. Based on the didactic principle of continuity and taking into account the requirements of school curricula and cross-curricular relations with different disciplines of vocational training of teachers of labor training and technology, the authors propose the structure and content of the integrated course «Engineering Mechanics», which consists of the following sections: 1) «Statics, kinematics and dynamics»; 2) «Material resistance and machine parts calculation».

DEVELOPMENT OF PROFESSIONAL SELF-DETERMINATION OF TEENAGERS

The article dwells on the problem of teenagers' professional self-determination as the readiness to making choice of the profession. Psychological factors of professional self-determination of high school students are defined and theoretically substantiated. Psychological properties are investigated, the means of which is the formation of factors of senior school students’ professional self-determination. In our research by professional self-determination we mean a stable, value-oriented complex of professionally important traits and personality traits, which is characterized by a certain structure, determines the readiness of high school students to choose a profession and is formed by a number of psychological factors. We prove that the set of psychological factors of professional self-determination of high school students has a nonlinear character and multi-level structure. The purpose of the publication is to investigate the psychological factors of professional self-determination and to substantiate the need to introduce a program of psychological and pedagogical support for the development of professional self-determination of high school students. As a result of the research psychological factors of professional self-determination of high school students were established: actual motives; sufficient level of development of volitional regulation of personality; locus control; a sufficient level of the formation of reflectivity development. The conducted psycho diagnostics revealed the immaturity of psychological factors of professional self-determination among high school students; unreadiness of teenagers to make an independent, conscious professional choice. This situation requires targeted correction through the introduction of a program of psychological and pedagogical support.