The state of the theory and practice of design-training of the future technology teachers has been investigated in the process of continuous education. The concept of continuous design-training of the future technology teachers, whose key provisions include implementing the ideas of humanistic, systemic, axiological, personality-oriented, synergetic, praxeological, competency and interdisciplinary approaches oriented at developing the future technology teacher’s personality, has been substantiated. The continuous design-training of the future technology teacher is considered as a specific, purposeful, systematic, manageable and measurable process which takes place within the framework of the students’ professional growth at pedagogical institutions of higher education, the result of which is the formed design-technological competence.
The content of the concept «design-technological competence», the essence of which includes the complex integrative personal formation, characterized by the unity of the motivation-value, cognitive, action-creative and reflexive structural components, has been revealed. According to the described components, the criteria and indicators of the formed design-technological competence of the future technology teachers have been developed: the motivation-value component – the development of the future professional activity motives and goals (positive motives of educational activity, interest in design activities, value orientations in creative activity); the cognitive component – the presence of knowledge in the field of design-projecting (design, technological, constructive, design knowledge, capacity to find the information needed for solving the problem, development of design thinking); the action-creative component – the experience of design-activity (the level of autonomy in the activity; artistic and creative skills; design and technological skills); the reflexive component – capacity for development and self-development (capacity for evaluation and self-evaluation, capacity for self-control and self-correction, awareness of the professional self-realization value).
The pedagogical conditions of continuous design training of the future technology teachers have been grounded: forming the students’ positive motivation for studying; forming the content of design-training on the basis of the integration of the design, technologies, constructing, creativity; providing the systemic methodological support of the educational process taking into account educational innovations and trends of the modern educational space; constructing the system of continuous design training of the future technology teachers as a synergistic structure based on the interaction of subjects in the educational process. The pedagogical system of continuous design-training of the future technology teachers at the pedagogical institutions of higher education, which consists of the target, conceptual, content, methodological-technological and diagnostically-productive interconnected blocks, has been developed. The unity and dynamics of the components interaction of the pedagogical system of continuous design-training of the future technology teachers have been presented by its structurally-functional model. The pedagogical support of the system of continuous design training has a systemic character, provides interdisciplinary studies and is implemented by using the innovative educational technologies. The effectiveness of the projected pedagogical system of continuous design-training of the future technology teachers has been experimentally verified.
