For the first time theoretically grounded the scientific and pedagogical conception of the development of theory and practice of projecting of psychological-pedagogical training of the future teachers of physical and mathematical disciplines of professional-technical educational establishments, which is grounded on the idea of student-centrism in abidance of dynamic strategy of professional education and realization of the system, competence acmeological and axiological approaches in making necessary conditions of achievement by students the optimal level of psychological-pedagogical competence according to the standards of higher education and professional requirements to teachers of professional-technical educational establishments.
There have been projected the psychological-pedagogical training of the future professional-technical educational establishments’ teachers which is presented as a holistic creation, that is based on external (external psychological-pedagogical training) and internal (internal psychological-pedagogical training) parts and interacts with systems of the highest and the lowest order (external surrounding and pedagogical process) and as a complex of modeling interconnections of giving components (objective, value-motivational, content, operational-activity, control-regulated, estimation-resulted) on the basis of functional limitations.
There have been grounded organizational-pedagogical conditions of realization of the system of psychological-pedagogical training of the future professional-technical educational establishments’ teachers (provision of competence direction of psychological-pedagogical training of the future professional-technical educational establishments’ teachers, renewal of the context of psychological-pedagogical training of the future professional-technical educational establishments’ teachers with taking into consideration of peculiarities of their professional activity and requirements of modernity, organization of acmeological influence and accompanying in the process of psychological-pedagogical training of the future professional-technical educational establishments’ teachers), which is realized at three levels: level of the system of psychological-pedagogical training, level of pedagogical process; levels of pedagogical situation.
There have been theoretically grounded and worked out the structure of psychological-pedagogical competence of the future professional-technical educational establishments’ teachers which is based on general and specific competences of pedagogical education (instrumental, interpersonal, systemic) and it is a dynamic combination of ethical values and interpersonal, cognitive, metacognitive, meaningful, practical knowledge, skills and abilities of realizing the psychological-pedagogical activity.
There have been defined criteria and indexes of forming of psychological-pedagogical competence of the future professional-technical educational establishments’ teachers, taking into consideration the essence of giving components: personality (presence and level of the development of personality parts that correspond requirements of psychological-pedagogical training); content and procedural (presence and level of forming of knowledge, skills and abilities of realization of psychological-pedagogical activity) and estimative-regulated (presence and level of psychological-pedagogical reflection), which by the combination of features have defined the level of influence of psychological-pedagogical training (low, average, sufficient and high) for each component of giving competence.
In the dissertation there have been experimentally tested the efficiency of projected model of psychological-pedagogical training of the future professional-technical educational establishments’ teachers. The generalization of the results of forming stage of pedagogical experiment, improved with the help of statistical methods of research has attested the considerable differences in quantitative and qualitative indexes of levels of forming of psychological-pedagogical competence of the future professional-technical educational establishments’ teachers. So, in the experimental group the dominate levels are high, satisfactory and middle, but in the control group they are satisfactory, middle and low.
