The theoretical, methodological and conceptual bases of Masters in technological education training are distinguished and defined in the thesis. The initial theoretical-methodological and conceptual basis of professional training of future masters of technology education in the pedagogical theory and practice of higher education are grounded, which are based on modern scientific approaches: axiological, anthropological, competence, cultural, personal activity, personally oriented, system-integrated. The conception of Masters in technological education training is regarded as a technological strategy design of future teachers of general technical subjects and methods of teaching technologies training, their objectives, content, functions and basic principles of training. The concept "teacher of general technical subjects and methods of teaching technology training" is scientifically distinguished and is understood a scientifically based system of subject-subject interaction, which is based on modern educational paradigm, existing concepts and approaches to training future teachers and provided on the basis of integration of knowledge of general technical, methodological and psycho-pedagogical sciences, understanding the laws of nature and society. Professional and pedagogical competence of Masters in technological education we distinguish as an integrated professional and personal characteristic with a set of skills and a set of knowledge, skills, attitudes in production and educational sector, the level of formation which is determined by the future master's readiness of professional functions implementation, professional tasks solving in accordance with certain educational standards. The domestic and foreign experience in training of masters in the field of engineering and technology in universities are analysed and it is found that the master training in the specialty 8.01010301 "Technological education" in higher education is a promising and specialised part of teacher training in research, scientific and educational activities has high status and importance of further career growth based on national traditions. The features of Masters in technological education training as higher educational establishments' part in the context of competence approach lies in its semantic multi aspects content, which includes the following components: epistemological or scientific research, constructive, prognostic, organizational, communicative, and in the transition of high school to a two-tier system of training and implementation in the educational process of innovative educational technologies that provide quality formation of the future teacher professional pedagogical competence. It's distinguished that master's in technological education professional and pedagogical competence has got a component structure (cognitive-creative, motivational value and action-practical component). The criteria, indicators and levels of masters' in technological education professional and pedagogical competence are determined in the thesis. The cognitive and creative component is characterized by a set of competencies provided by subject-volume professional knowledge. The motivational-value component is dedicated by the cultural identity development and a successful and effective exercise of the profession commitment. The peculiarities of action-practical component are in the set of skills that arise in the study of special subjects and practical application in their professional activity. Criteria future masters' in technology of education professional and pedagogical competence reflect the essential characteristics of the components and allow to characterise levels of this integrative education: high, medium, low. The model of teacher training future general technical subjects and methods of teaching technology in higher pedagogical establishments are implemented and tested, these are the following blocks: methodology design, target, personal, infrastructure and contents, conditional, technological and procedural, monitoring. The pedagogical conditions of future Masters in technology education training are revealed, they are: organizational and pedagogical conditions of training in the magistracy; psycho-pedagogical conditions of professional pedagogical competence of future masters of technology education. The educational system of future Masters in technological education training, which is seen as a set of interrelated components (content design training material, organizational forms of teaching and learning tools, methods and technologies of teaching, research, independent, individual and practical activities, etc.). The system and reflects the integrity of professional training aimed at the formation of professional pedagogical competence of future teacher of general technical subjects and teaching methods technologies. The pedagogical system includes organizational and educational support, pedagogical content design, a set of tools, methods and forms of training in the magistracy, scientific research, independent and individual work in the preparation and mastery of practical future masters of technology education.
