Tytova N. Theoretical and methodological foundations for psychological and pedagogical training of future vocational teachers

This dissertation contains a research on theoretical and methodological, psychological and pedagogical, scientific and methodological foundations for the psychological and pedagogical training of future vocational teachers at institutions of higher education. It develops and substantiates a model of the system for psychological and pedagogical training of future vocational teachers designed as a complex of interdependent and mutually determined subsystems: axiological and target-oriented, content-based and functional, vocational-shaping, informational and methodological, processual-monitoring, and relevant which are bound together with internal and external ties. An informational student-oriented portable environment has been developed and introduced, which has been implemented in the informational-methodological subsystem within the model of the system for psychological and pedagogical training of future vocational teachers. Author's interpretations for the terms "psychological and pedagogical training of future vocational teachers", "special psychological-pedagogical professional competency" and "vocational crosses by administrative-territorial assignment" have been formulated. The contents and structure of psychological and pedagogical training of future vocational teachers are suggested in a combination of invariant, variative, vocational and resulting components. The author's concept of psychological and pedagogical training of future vocational teachers is substantiated and developed, while positioned as a system for polyfunctional target-specific training for future educators. Vocational crosses by administrative-territorial assignment for specialty 015 "Vocational education (by specialization)" have been developed and analyzed with involvement of visual mapping. The subject matter of such terms as "future vocational teachers" and "psychological-pedagogical competency" has been clarified; grading of psychological and pedagogical training of future vocational teachers has been performed at institutions of higher education. Diagnostic means for monitoring of the educational process have been improved, for various stages: the analyticalmotivational stage (reflexive questionnaire-motivator); the functional and ascertaining stage (evaluative screening for the level of psychological and pedagogical training of future vocational teachers); the shaping stage; the controlling stage (informed judgment of employers on the psychological and pedagogical preparedness of future vocational teachers). A pedagogical experiment has proved effectiveness of the suggested system for psychological and pedagogical training of future vocational teachers.