THE MODEL ENABLING THE FORMATION OF DESIGNER COMPETENCE OF THE FUTURE TEACHERS OF FINE ART WITHIN THEIR PROFESSIONAL TRAINING

The model enabling the formation of designer competence of the future teachers of fine art within their professional training is theoretically substantiated in the article. The tasks of the article are, as follows: to clarify the concept “model enabling the formation of designer competence of the future teachers of fine art”; to determine the functional blocks of the proposed model; to develop formation components constituting the designer competence of the future teachers of fine arts. Taking into account the change of the education paradigm in Ukraine, the aim of the research was to create a model facilitating the development of the design competence of the future teachers of fine arts within their professional training, its each element showing a tendency to grow. In order to increase the efficiency of professional development, it is necessary to organize pedagogical support for the development of an individual in the process of professional training. The use of the model aimed at forming students' readiness for professional development in their educational activity facilitates the above mentioned. The degree which demonstrates the effectiveness of the formation of the design competence among future teachers of fine arts in the process of studying specialized disciplines might be regarded as the result of the implementation of the designated model. Under the model of effective formation of the designer competence among the future teachers of fine arts within their professional training we mean a holistic pedagogical process in which a set of approaches to design education is aimed at acquiring certain knowledge, skills and abilities by future teachers of fine art, as well as at the development of the teacher's personality as a future specialist. To solve the research problems, theoretical analysis (retrospective, comparative) of psychological and pedagogical literature, generalization and classification of scientific data in philosophical, psychological-pedagogical, educational methodological and instructivemethodological sources were used to elucidate the state and theoretical substantiation of key concepts and categories of research. The developed model is considered by us from the standpoint of the system-centred, person- and activity-oriented approaches as a set of regular, functionally related components that form part of a coherent system and consists of the following blocks: target-oriented, content-centred, procedure-targeted, evaluative and resultative, which provide for the opportunity to more clearly represent the purposeful process aimed at an effective formation of the designer competence of the future teachers of fine arts within their professional training.