Keyword: «technology teacher»

The article deals with the importance of professional readiness for an intending technology teacher to teach fundamentals of agricultural production. The author describes the major factors influencing the training of technology teachers to enable them to work with children. The image of an ideal expert teacher and the pe-culiarities of its development have also been studied. The main goals and the content of technology teach-ers’ professional training have been characterized. The author identifies the complex of parameters of pro-fessional readiness development, their nature and the influence on the development of a technology teach-er’s professional readiness to teach the fundamentals of agricultural production. The criteria and measures to estimate the degree of development of technology teachers’ professional readiness have been proposed and the levels of its formation have been determined.

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.