The dissertation is devoted to the research of general technical disciplines teachers’ professional competences development in the conditions of methodical work of vocational education institutions. Based on the analysis of the sources, the concept of “general technical disciplines teachers’ professional competences” is defined as a set of personality qualities characterized by the existence of professional knowledge, skills, persistent motivation for professional activity, interest in technical and pedagogical activity, professional values with effectively carry out professional activities and productively solve pedagogical and social-production tasks. Based on the analysis of scientific research, devoted to professional competences of teachers of general technical disciplines we attribute a group of such competences: cognitive-technological, innovative, scientific-research, information-digital, projecting, technical, technological, creative.
It has been found out that the structural components of general technical disciplines teachers’ professional competences are motivational-value, cognitive, psychological-regulatory and activity-operational components. The general technical disciplines teachers’ professional competences development is interpreted as a process of self-improvement of the mental, emotional, spiritual, professional activity of the teacher, which leads to positive changes in character, life and professional experience.
The criteria, indicators and levels of general technical disciplines teachers’ professional competences development are determined. The motivational-axiological criterion expresses the degree of development of value orientations, motives, communication skills and moral and volitional qualities of the pedagogical worker personality required in the process of educational and production activity in the institution of vocational education; cognitive-methodological criterion expresses the completeness of the cognitive sphere of general technical disciplines teachers’ professional competences development, personal-reflexive criterion expresses the degree of development of the emotional-volitional sphere of general technical disciplines teachers, which determines the content of the self-acting experience, organizational-activity criterion expresses the degree of development of skills and skills to successfully realize their job competences in the process of professional and pedagogical activity as a specialist in the technical profile. Three levels of development of professional competences of general technical disciplines teachers in terms of methodological work of vocational education institutions are outlined – reproductive (low), search (secondary), creative (high).
The organizational and methodological conditions for the general technical disciplines teachers’ professional competences development in the conditions of methodical work of vocational education institutions are substantiated and experimentally verified: the orientation of methodological work of institutions of vocational (vocational and technical) education to the formation of general technical vocational disciplines by teachers organization of intellectually creative methodical environment for the development of professional competences in the system of methodical work of institutions of professional (vocational-technical) education; involvement of general technical disciplines teachers of vocational education institutions in the development and implementation of pedagogical projects.
A model of optimization of the process of general technical disciplines teachers’ professional competences development in the conditions of methodical work of vocational education institutions has been developed and introduced.
