"На основі системного аналізу компонентів професійної підготовки педагога уточнено її структуру з врахуванням вимог STEM-освіти. Окреслено завдання технології STEM-освіти. Запропоновано технологію НПК («наука-практика-культура») уточнення компетентностей в підготовці педагогічних кадрів на основі світоглядних та діяльнісних характеристик. Окреслено базис ознак компетентностей в ознаках цілей діяльності. Побудована модель професійної підготовки педагога до роботи в умовах STEMосвіти".
One of the most promising areas of development of domestic science and technology is seen in the application of STEM technology in the secondary and higher school. According to experts, STEM-education aims at combining science, which aims at developing innovative technologies, for the formation of creative thinking, to provide industry with highly skilled engineers. Such a strategic goal of STEM education is bound to lead to the integration of natural and mathematical subjects and disciplines, which is an overriding andnecessary condition for the renewal of the system of general and higher pedagogical education. On the basis of the systematic analysis of the problem of vocational training of teachers in higher pedagogical educational institutions, the following con&clusions can be drawn: STEM-education technology is an innovative direction for the professional training of the future teacher, which is intended to develop competence related to the use of information and communication and digital technologies, rob&otic systems and balanced harmonic formation; scientific-oriented education on the basis of modernization of mathematical and naturalistic and humanitarian education profiles; the professional training of the future teacher includes a general scienti&fic, practical and general cultural component based on personal development and the formation of appropriate competencies; the proposed model of the educational system describes the competence of the future teacher in terms of ideological and cogniti&ve characteristics; the model gives an idea of how to form specific knowledge («facts», «conclusions», «theories», «technologies», etc.) with the definition of their structure and signs of formation through competence); the technology of the NPC («sc&iencepractice-culture») clarifying the competencies determines the basis of the signs of competence, expressed in the signs of action, which allows them to be used both in the definition of the educational goal and in the definition of an example of &control of the formed competence; the proposed NPC technology refinement of competencies is an effective mechanism for specifying the results of professional training; NPC technology specifies and complements STEAM-education technology in the signs o&f the result; the formed model of the educational system (knowledge) clearly demonstrates the complexity of the connections of its components and the inexhaustibility of the concept of «competence».
