Elena V. Ermakova

The research delves into the matter of training technology teachers to assess the educational outcomes of students in a digital transformation of education. Given the growing importance of technological education as a requirement for driving innovative development in the national economy, coupled with the rapid advancements in digital technologies and the primary role of assessment in the educational process, this issue holds significant relevance. The purpose of the research is to study the problems and prospects of training technology teachers to assess the educational outcomes of students in the digital transformation of education. The research sums up modern scientific works in pedagogical assessment, presents the results of a review on the current state of technology teacher training through the analysis of work programs of universities implementing integrated training of technology teachers for assessment using digital tools, and also describes the experience of teaching the discipline “Modern tools of educational outcomes assessment” on the formation of professional competences related to labor functions of a modern technology teacher. The authors propose a list of domestic digital tools for assessing the educational outcomes of students, corresponding to technical and didactic capabilities and meeting the requirements for the organization and conduct of assessment in technology lessons. The theoretical implication of the research is to identify the problems and prospects of training technology teachers to assess educational outcomes using modern digital tools. The practical implication of the research lies in the development of the content of the educational module of technology teacher training for assessment, taking into account the didactic potential of digital tools that allow assessing not only the theoretical knowledge of students but also the results of their transformative activities. This study is devoted not only to presenting aspects of the digital technologies use for assessment purposes in the context of digitalization and virtualization of the educational environment, but also to demonstrating the didactic capabilities of digital assessment tools when they are introduced into the educational process at a university. The results of the research will be advantageous to university teachers, students, technology teachers and teachers of additional technological education.

At the present time, a two-tiered higher education system is being implemented in Russia, which makes it possible to train technology teachers for professional work. The rationale for research is to examine the current state of the master's degree programs in Russian universities and to determine the potentials of the professional competency development for technology teachers. The purpose of the research is to identify conceptual transformations of master's degree programs in the period from 2016 to the present day in terms of technology teachers' training. The article briefly demonstrates Russian master's degree institute formation, describes the stages of master's education evolution, and analyzes the normative acts regulating the activities of modern higher education at the level of a master's degree programs. The analysis of domestic and foreign research shows the facilities for students' training according to master’s degree programs in various historical periods of the Russian education evolution, and the function of the modern master's degree programs in the technology teachers' training system is determined. In the course of the research, a list of universities implementing continuous two-tiered training of technology teachers was determined, and a comparative analysis of the fields of study available at the universities from 2016 to 2023 was done. Based on the comparative analysis, the main master's degree program fields of study relevant for the technology teachers' training are identified: "Digitalization", "Innovation", "Education Management", "Technological Education" and "Pedagogy". The article presents a description of the master's degree program fields at every of examined moment, as well as analyzes the dynamics of registered changes. Special attention is paid to the description of the advantages of the training fields relevant for the professional development of technology teachers in 2023. The theoretical significance of the research is in determining the conceptual transformation of master's degree programs in the aspect of technology teachers' training and the interpretation of the relevance of these programs in terms of compliance with social and economic situation. The practical significance of the research is in demonstration of the relevant fields of training for technology teachers who are in search of an optimal educational trajectories that meet professional needs and interests.