PEDAGOGICAL CONDITIONS FOR PREPARING FUTURE TECHNOLOGY TEACHERS FOR PROFESSIONAL ACTIVITY IN INTERSCHOOL RESOURCE CENTERS

Abstract

The article provides a theoretical substantiation of the pedagogical conditions for preparing future technology teachers for professional activity in interschool resource centers as an innovative form of organizing technology education. The relevance of the study is determined by the modernization of the content and structure of the technological educational field, the implementation of resource-based models of organizing the educational process, and the need to develop teachers’ readiness to work in conditions of interschool cooperation, resource concentration, and digital transformation of education. Based on the analysis of psychological and pedagogical literature, the essence of the concept of “pedagogical conditions” is clarified and their role in ensuring the effectiveness of professional training is determined. It is established that pedagogical conditions act as a systemic factor that integrates content-related, environmental, procedural, and personal aspects of preparing future technology teachers. The study employed methods of theoretical analysis, generalization, and systematization of scientific sources, as well as the method of expert evaluation to determine the priority of the identified conditions. According to the results of expert ranking, a set of interrelated pedagogical conditions that ensure the formation of professional readiness for activity in interschool resource centers has been substantiated. These conditions include: integration of professional training content taking into account the specifics of interschool resource center activities; creation of a resource-oriented educational environment with a focus on the development of information and digital competence; strengthening of the practice-oriented and innovative orientation of training through the implementation of activity-based learning forms and teaching practice; formation of professional motivation and reflective culture of future technology teachers. It is proved that the comprehensive implementation of the defined conditions ensures the coherence of the structural components of professional training, contributes to the development of practical experience and innovative thinking, and promotes readiness to organize the educational process in interschool resource centers. The proposed approach can be used in the modernization of educational programs for training future technology teachers and in further research on their professional readiness for innovative pedagogical activity.