STRUCTURAL AND CONTENT MODEL OF THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE HANDCRAFTS TEACHERS

Abstract

The article reveals and grounds structural and content components of the model of the process of professional training of future handcrafts teachers. These components include the presentation of the contents of the notions of “handcrafts” and “technology”, the definition of theoretical and methodological basis of the process of professional training, its basic principles and approaches, its purpose and objectives, ways and means of its achievement, dominant forms and methods, subjects of interactions and educational influence, preparedness criteria (competency). The final component of structural and semantic model of training teachers of handcrafts had been defined as the requirement s for its professional competence which is the criteria of professional competency. The focus on qualification characteristics of handcrafts teacher will allow to develop personal qualities of teachers and improve theirteaching skills.