CRITERIA, INDICATORS AND LEVELS OF DEVELOPMENT OF TEACHING SKILLS OF FUTURE LABOR EDUCATION AND TECHNOLOGY TEACHERS

Introduction. The urgency of the issue is conditioned by several radical changes in the Ukrainian education system, in particular, its reforming, modernization, and digitalization. A necessary condition for the modernization of professional education is a high level of future teachers' pedagogical skills. They are obliged to raise the prestige of labor professions by personal example, pedagogical skills, and conscientious work, to educate pupils' valuable attitude to work, and to promote their personal development. A modern school needs a teacher of labor training and technologies, ready for professional activity in the conditions of changes and constantly improving pedagogical skills. The work of training future teachers requires changes in priorities, the ability to independently acquire knowledge, combine it with the ability to analyze information, make decisions about its importance, synthesize some fragments of information, give preference to new knowledge and ideas, and effectively apply them in practice. Purpose. The article aims to theoretically substantiate the criteria, indicators, and levels of developing future labor education and technologies teachers' teaching skills. Methods. Analysis of regulatory and legal educational documents, theoretical work of Ukrainian and foreign authors on the topic of scientific search, generalization, and systematization were used. Results. Based on the analysis of the scientific literature on the content structure of the pedagogical mastery of future labor education and technologies teachers, it was found that it is based on a system of knowledge, abilities, skills, motives, and personal qualities that ensure the effectiveness of its development. Based on the position that pedagogical mastery is the highest level of developing individual professional characteristics, such components are defined: motivational; cognitive; activity; reflective and corresponding criteria, namely: motivational-value, cognitive, activity-technological, and creative-reflexive. The criteria and indicators of the developing future labor education and technologies teachers' teaching skills that we have identified require the creation of a diagnostic means to assess their qualitative and quantitative characteristics. To carry out such an analysis, it is necessary to use a level approach. Therefore, based on the criteria and indicators developed above, three levels of its development were determined: low, medium, and high. These levels characterize the development of the teaching skills of intending labor training and technologies teachers and determine the degree and value of this quality. Originality. The understanding of the concept of «intending labor training and technologies teachers' pedagogical mastery» has been clarified. The structure of the researched quality is determined as a set of motivational; cognitive; activity and reflective components. The criteria for developing future labor education and technologies teachers of teaching skills are defined, namely: motivational-value, cognitive, activity-technological, and creative-reflexive, as well as their corresponding indicators. To assess the studied quality development, we chose three levels: high, medium, and low. Conclusion. Given the above-mentioned, we concluded that developing teaching skills is one of the key tasks of professional training in the conditions of modern changes in the educational system. Therefore, the determining criteria, indicators, and levels will enable an objective assessment of future labor education and technologies teachers' teaching skills development. Using these criteria will make it possible to objectively assess the state of developing students' researched quality, in which we see prospects for further research.