Orel, Russian Federation
Russian Federation
UDC 37
The article discusses the issues of using problematic technology in the process of forming the professional competence of future teachers in the context of the digital transformation of the university's educational space. The necessity of updating the content of professional training of teaching staff in institutions of secondary vocational education has been studied. Aspects of the application of problem-based learning technology are considered, which is aimed at intensifying the cognitive development of future teachers through active participation in solving complex tasks requiring critical analysis and creative thinking. This method contributes to the formation of cognitive skills, including critical thinking, creativity and adaptability, which is especially important in the context of creating a practice-oriented information environment of the university with a high digital orientation and dynamic changes. Methodological recommendations have been developed aimed at introducing problem-based learning in order to develop economic thinking among future teachers of vocational training. These recommendations cover a wide range of didactic tools, ranging from basic case studies to cause-and-effect analysis using graphical methods that greatly simplify the process of understanding and finding optimal solutions. The introduction of problem-based learning technology through the design of methods of active research analysis of students in the educational process allows not only to improve the level of students' preparation for the challenges of the modern economic environment, but also contributes to the formation of an integrated system of professional and personal qualities necessary for the successful adaptation of future teachers in the digital transformation of technological development of society.
technology of problem-based learning, methodology, vocational training, economic thinking, case studies, professional training
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