The essence of key concepts is specified: "professional competence of future teachers of the bases of technologies of food production", "formation of professional competence of future teachers of the bases of technologies of food production".
The dissertation presents the results of theoretical generalization and solution of the problem of forming teacher’s professional competence bases of technologies of food production in the process of professional training.
The professional competence of future teachers of the foundations of food production technologies is defined as the formed quality of a person that exists prior to the occurrence of any particular production situation, and since its occurrence is implemented adequately to the requirements of professional activity and is guided by those tasks that determine the subject or dictate the terms of the activity.
The concept of "the formation of professional competence of future teachers of the foundations of food production technologies" is marked by the dynamically developing personal quality of a person, reflecting the necessary level of engineering, psychological and pedagogical and methodological knowledge in the field of food industries, the ability to apply them, the ability to creatively and non-standard solve problems of professional and pedagogical activity in vocational education establishments, be responsible for the consequences of their work, as well as professional growth through constant self-development, self-improvement and self-education.
The criteria for forming the professional competence of teachers of the bases of technologies of food production in the process of professional training and their indicators are specified: motivational-value (motivational orientation on achievement of higher levels of professional skill, value attitude to future engineering and pedagogical activity, stable motivation to reveal their own opportunities in professional activity, own cognitive interest, aspiration for self-improvement and self-development); cognitive (the formation of knowledge (informational, technological, managerial, communicative, legal, psychological) and the ability to apply it in professional terms, understanding the nature, content, goals and objectives of the professional activity necessary for the effective performance of professional tasks; knowledge of methods and methods performance of professional tasks); activity (formation of professional skills (information-technological, organizational-managerial, communicative, legal, social-psychological), possession of methods, methods and experience of independent solution of professional tasks; the ability to carry out self-monitoring, self-examination and self-assessment of the results of professional activity). On the basis of certain criteria and indicators, the levels of formation of the professional competence of future teachers of the foundations of food production technologies are characterized: high, sufficient, medium and low.
The model of formation of the professional competence of teachers of the bases of technologies of food production in the process of professional preparation, which covers such units and their components, is developed and tested: the target (purpose, task), methodological (approaches, principles), content-technological (content, forms, methods, means, technology), empirical (criteria, levels and corresponding result); reflecting the specifics of the future training of the engineer-educator of the sphere of food production and ensure the formation of their professional competence.
The pedagogical conditions for the formation of the professional competence of teachers of the bases of technologies of food production in the process of professional training were determined and introduced: provision of positive motivation for mastering the future profession on the basis of the selection of active methods and innovative forms, acquisition of theoretical knowledge on the technology of food production by updating the content of professional disciplines, mastering practical experience future professional activity through the use of innovative technologies in the process of professional training.
The effectiveness of pedagogical conditions has been proved by the results of the molding experiment: the number of students with a high level of professional competence formation of the teachers of the bases of technologies of food production in the process of professional training in the experimental group increased, while in the control group the same indicator did not increase significantly. The results of the research testify to the dynamic positive changes in the indicators of the formation of the professional competence of teachers of the bases of technologies of food production in the process of professional training of experimental groups under the influence of the proposed innovations.
