ECONOMIC COMPONENT OF TRAINING FUTURE TEACHERS OF LABOR EDUCATION AND TECHNOLOGY

Introduction. In the realities of today, there is a problem with improving the content of the training of future teachers of labor education and technology. We are talking about its economic component since taking this aspect into account makes it possible to carry out professional activities taking into account the conditions of modern society specialists of this profile. The high social significance of the results of their activities necessitated the search for new forms of improvement of their professional training and development of economic competence. Purpose. The article aims to study the features of the introduction of the economic component to the system of training future teachers of labor education and technology. Methods. Analysis and generalization of scientific literature, comparison, synthesis, systematization, and generalization of information were used. Results. The article substantiates the expediency of improving the economic training of intending labor education and technology teachers by the conditions of implementing the Concept of the «New Ukrainian School». The place of the economic component in the project and technological activity at the labor education lessons in secondary education institutions, and in the professional training of intending labor education and technology teachers is determined. Attention is focused on the importance of preparing students to conduct lessons on entrepreneurial backgrounds. Based on the analysis made it was found that the use of economic calculations in organizing students' project activities is an important part of the professional activity of intending labor education and technology teachers, and therefore it requires identification and justification of the effective forms, technologies, techniques, and methods of training for this activity. It is noted that in the process of working out the content of training part of which is the system of training intending labor education and technology teachers to organize students' economic activities it is necessary to take into account the variability of academic courses, their focus on holistic, and systematic training for professional activity. Conclusion. The presented ways of introducing the economic component into the process of training intending manual work and technology teachers are considered effective tools. Moreover, achieving the goal is possible when updating the content of their professional training by introducing the course «Economics and Organization of Production», which provides studying the theory and practice of entrepreneurship as a leading form of management in a socially oriented market economy. The course study program is worked out in such a way that it is possible to use and consider both training tasks and specific situations of business practice. Special attention is paid to training intending labor education and technology teachers for performing project activity, conducting marketing research, and economic calculations. The implementation of the tasks set in the educational course is based on significant changes, modernization of professional training of intending labor education and technology teachers in the higher pedagogical institution, which should reflect current trends in the development of technology and entrepreneurship, the achievement of pedagogical science in methodology, theory and practice.