TECHNOLOGIES FOR THE DEVELOPMENT OF PEDAGOGICAL SKILLS OF INDUSTRIAL TRAINING MASTERS

Introduction. The article analyzes the main technologies of formation and development of the pedagogical skill of masters of industrial training in vocational education institutions. The contradiction between the need for vocational education institutions for a high level of pedagogical mastery of industrial training masters and the lack of an effective system of formation in these institutions was revealed. Purpose. The article aims to analyze the technologies of formation and development of pedagogical skills of masters of industrial training in vocational education institutions both in these institutions and institutions of higher education, such as the Byla Tserkva Institute of Continuing Professional Education of the State Institution of Higher Education «The University of Educational Management» of the National Academy of Pedagogical Sciences of Ukraine. Methods. Psychological and educational literature analysis, analogy, induction and deduction, questionnaires, interviews, conversations with industrial training masters, analysis of websites and documentation of vocational education institutions Results. Peculiarities of the development of pedagogical mastery of industrial training masters during advanced training at the Byla Tserkva Institute of Continuing Professional Education of the University of Management of Education of the National Academy of Sciences of Ukraine were revealed. The specifics of meaningful modules and special courses for industrial training masters who improve their qualifications at the institute are highlighted. Special attention was paid to the meaningful modules «Pedagogical Management and Psychology of professional activity» and «Innovative Technologies in the Institution of Professional Education». Originality. The scientific originality of the study consists of a comprehensive analysis of the formation of pedagogical skills of masters of industrial training in advanced training courses that take place in a higher education institution. Conclusion. The material of the article makes it possible to conclude: the formation and development of the pedagogical skill of the masters of industrial training take place most effectively when the efforts of the vocational education institution and the higher education institution, which improves their qualifications, are combined. An example can be the Byla Tserkva Institute of Continuing Professional Education, where more than 4,000 masters and senior masters of industrial training, as well as teachers of professional and theoretical training, undergo training per year.