Theoretical and practical aspects of professional development of the future teacher of labour training and technologies in the process of independent work are considered and substantiated in the dissertation. The author’s definition of professional development of the future teachers of labour training and technologies is formulated in two aspects on the basis of comparative analysis of scientific and pedagogical sources of the researched problem: acquisition of new competences which will be used during professional activity and purposeful-systematic influence in the process of professional training by means of independent work with the aim of preparation to perform new, more complex tasks during future professional activities. Continuous professional development of the future teacher as a process based on all forms and levels of school and professional training is revealed with a stress on professional development, as well as formal and informal methods of deepening of professional knowledge, formation of skills and abilities during professional development and lifelong learning.
The structure of the analyzed phenomenon is represented by professional-value, cognitive-active, project-technological, regulatory-reflexive components according to relevant criteria: value-motivational, cognitive-technological, operational-active, evaluative-reflexive. According to the structural components and criteria, four levels of formation of the studied phenomenon (initial, medium, sufficient, high) are characterized.
Pedagogical conditions for ensuring of professional development of the future teachers of labour training and technology in the process of independent work are named and substantiated. Effectiveness of structural-functional model of the process of professional development of the future teachers of labour training and technology in the process of independent work is developed, theoretically substantiated and experimentally tested. The model is represented by functional unity of blocks (theoretical-methodological, procedural-semantic, diagnostic-resultative) and stages of implementation (personal-motivational, innovative-enriching, reflexive-active and resultative-diagnostic), which are aimed to prepare future specialist for continuous professional development throughout life. Personal-motivational stage that is motivated immersion of the future teachers of labour training and technology in cooperation and partnership in the process of technologies of independent work in order to develop awareness with the need for continuous professional development; interactive assimilation of theoretical knowledge in the process of group and individual educational and professional activities in order to develop lasting interest for the future profession, acquaintance with modern technologies and techniques of technological education for motivation to acquire systematic pedagogical knowledge, personal and professional growth. The innovation and enrichment stage provided enrichment with knowledge of the latest technologies and ability to use them with educational and professional aims with projection on the future profession; contributed to the development of design and technological readiness and ability to enrich the strategies of independent work for personal and professional development. Reflective-active stage contributed to development of skills and abilities of group work, creative abilities of the future teachers of labour training and technology in practice with the use of innovative forms of organization of educational process, namely: cooperative learning (work in small groups, which effectively combines the use of traditional and innovative methods); mutual learning (transference of knowledge from more prepared students to their peers); interactive learning (co-learning and mutual learning using interactive technologies and learning methods); problem-based learning (solving problem situations); inverted learning (learning new material in the process of independent work of students with appropriate tools in combination with group practical learning activities). Resultative-diagnostic stage provided the use of methods of self-assessment and self-analysis, reflexive exercises and training tasks for the future teacher to assess their own activities and themselves as individuals; formation of their own needs and motives for self-understanding; level of self-esteem increasing, self-approval in the process of effective independent work.
Analysis of the results of control stage of our research showed practical significance of definite pedagogical conditions, developed structural and functional model and implemented interactive development program for professional development of the future teacher of labour training and technology.
