PEDAGOGICAL CONDITIONS FOR PROFESSIONAL IMPROVEMENT OF TEACHERS OF TECHNICAL DISCIPLINES WITHIN THE EDUCATIONAL ENVIRONMENT OF COLLEGE

The problem on the research topic is analyzed in the article. A pedagogical experiment was organized and implemented. It included these stages: ascertaining, forming and final. The experiment involved young (inexperienced) teachers of the technical profile working in six colleges of Ukraine; they were divided into two groups of respondents: a control (53 people) and an experimental one (55). Pedagogical conditions for the development of the professional competence of the specialists constituting this group in the system of the educational environment of the college are singled out. The first pedagogical condition is scientific and methodological support. The second one is organizational and informational. The third pedagogical condition presupposed support in the organizational and educational work. In order to assess the development of professional competence of specialists within the system of the college educational environment there were identified the components, as follows: cognitive, motivational, value-oriented and activity-centred. The level of professional competence was determined through conducting test sections at the end of each stage of the experiment. Tests were used in order to assess the motivation of the individual, to assess knowledge and competencies in the course “Pedagogy”, to determine the respondents' organizational skills. The following levels of professional competence of this teachers' group were used. Reproductive (insufficient: 0-20 points), adaptive (low: 21-40), locally methodological (average: 41-60), system-modelling (high: 61-80), system-modelling activity and behaviour (81- 100). High and the highest levels were demonstrated by teachers having huge pedagogical experience. Young teachers took the first three levels. After the introduction of the designated pedagogical conditions, the number of respondents constituting the experimental group with insufficient level of competence decreased by 25.4%, and the percentage of the teachers demonstrating an average level increased by 14.6%, the low one – by 10.8%. The teachers of the experimental group demonstrated a positive dynamics of influence of the approaches which we proposed. This fact was confirmed by a statistical treatment of the results using the Kolmogorov-Smirnov test, as well as Fisher's angular distribution.