FORMATION OF PROFESSIONAL ORIENTATIONS OF FUTURE TEACHERS OF TECHNOLOGIES

The goal of the work. To analyze and summarize modern approaches to formation of profes­sional-value orientations of future technology teachers in the process of studying at the university. Methodology. To solve this goal, the following research methods were used: theoretical (study and analysis of psychological and pedagogical, philosophical sources, official and normative documents, training programs, textbooks and manuals of the preparation of future teachers of labor training and technology; comparison and generalization of the views of scientists) and empirical (observation of students’ educational process). Scientific novelty. The article describes the concepts of «value orientations» and «professional value orientations». The content of the concept of «professional-value orientations of future technology teachers» has been clarified. The main groups of professional-value orientations of future technology teachers are highlighted. These are values-knowledge, values-relationships, values-skills. They are formed during higher education. It is emphasized that the formation of professional and value orientations of future technology teachers is in the process of studying at the university. The article describes the psycho-pedagogical disciplines, during which the professional-value orientations of future teachers of technologies are formed. Also, much attention is paid to pedagogical practice, because it plays an important role in shaping the professional and value orientations of future technology teachers. Vocational Orientation is one of the leading, fundamental entities of the future technology teacher. They determine active social position and readiness for professional activity. Conclusions. A specific feature of the value world of a future technology teacher as a professional is his or her value orientations. Value orientations are characterized by professional orientation. For the professional development and further professional growth of the teacher, a certain system of vocational guidance is needed. The problem of formation of professional-value orientations at future technology teachers is urgent today. The goal of the work. To analyze and summarize modern approaches to formation of profes­sional-value orientations of future technology teachers in the process of studying at the university. Methodology. To solve this goal, the following research methods were used: theoretical (study and analysis of psychological and pedagogical, philosophical sources, official and normative documents, training programs, textbooks and manuals of the preparation of future teachers of labor training and technology; comparison and generalization of the views of scientists) and empirical (observation of students’ educational process). Scientific novelty. The article describes the concepts of «value orientations» and «professional value orientations». The content of the concept of «professional-value orientations of future technology teachers» has been clarified. The main groups of professional-value orientations of future technology teachers are highlighted. These are values-knowledge, values-relationships, values-skills. They are formed during higher education. It is emphasized that the formation of professional and value orientations of future technology teachers is in the process of studying at the university. The article describes the psycho-pedagogical disciplines, during which the professional-value orientations of future teachers of technologies are formed. Also, much attention is paid to pedagogical practice, because it plays an important role in shaping the professional and value orientations of future technology teachers. Vocational Orientation is one of the leading, fundamental entities of the future technology teacher. They determine active social position and readiness for professional activity. Conclusions. A specific feature of the value world of a future technology teacher as a professional is his or her value orientations. Value orientations are characterized by professional orientation. For the professional development and further professional growth of the teacher, a certain system of vocational guidance is needed. The problem of formation of professional-value orientations at future technology teachers is urgent today