Olga Vaganova

The requirements for the training of vocational education teachers are increasing every year. To date, the role of the implementation of modern pedagogical technologies in higher pedagogical educational institutions has increased. Technological competence has become an integral part of teacher training. One of the best ways to form technological competence is practice, since the formation of a vocational education teacher occurs only in activities, during the implementation of certain operations by students. The relevance of the article is due to the need to form technological competence among students of a pedagogical university to satisfy the needs of the state and society in highly qualified specialists. The purpose of the article is to establish a system for the formation of technological competence of a teacher of vocational training at a university during educational practice. In the process of internships, students analyze classes in vocational educational organizations, study educational and design activities in vocational educational organizations, study and implement personality-oriented and vocationally-oriented teaching technologies and techniques, highlight the problems of vocational education in the field of vocational, social – educational, training and production activities. As a methodological basis for working towards the formation of technological competence, the concept of professional formation of the personality is used, according to which the core of professional formation is the development of the personality in the process of training, mastering the profession and performing professional activities. The study is based on such theoretical and methodological approaches as: systemic, personality-oriented and activity-based approaches. In the course of our work, we established a system for the formation of the technological competence of a teacher and determined that practice is one of the most significant components of the professional training of any specialist. It allows the student to put into practice the existing knowledge and experience in professional activities.

The paper reveals the essence of teacher’s empathy, conditions of its development in educational process. The results of the study of empathy level among students with major “Vocational training” (by branches) allowed the authors to allocate the methods of formation of pedagogical empathy among students.