CONCEPTUAL CHANGES IN TECHNOLOGY TEACHERS’ CULTUROLOGICAL TRAINING

The article is devoted to the analysis of conceptual changes in future technology teachers' cultural training. It is revealed that future technology teachers' cultural training should be based on the educational system of their professional training. The analysis of existing philosophical systems of forming the ideological bases for modern education showed that none of them is able to resolve the basic contradictions of the teaching process. That is why philosophical principles (interaction, substantial unity and synergy) and their interconnection can be the methodological basis for educational activities. This enables us to identify the main contradiction of future technology teachers training. Analysis of the fundamental works of modern philosophers of science (T. Kun, I. Lakatos, V. Tumilin et al.) showed that the only methodological concepts (pure observation) are not enough to solve many scientific problems. The prerequisite is a trained person participating in the process. It is shown that the professional pedagogical training the future labor training teachers' educational practice should be based on a set of methodological approaches that simultaneously act both situationally in its unity, interaction, and independently as well. Therefore, integration of methodological approaches (comparative and active, one of the problem activity and person activity, integrative and others) allows to detect signs of different elements of professional pedagogical training of future labor training teachers. This leads to the emergence of new knowledge and formation of the skills according to the teachers' new professional qualities. It is shown that the need for cultural reorientation of future technology teachers' training system in Ukraine causes the global socio-cultural process, a process of transition from traditional authoritarian society (scientism-technocratic) to the modern dynamic society, the so-called "information" one ? on the characteristics of the technological mode of production and sociocultural characteristics. It is revealed that a major problem in modern labor teachers' training is the lack of studying such subjects as ergonomics, design, culture and organization of production, economical activity (humanitarian component) and the presence of "fragments" of the sciences separated from each other (mechanics, thermal engineering, electronics), even from a basic understanding of science (matter, field) created the conglomerate in which it is difficult to find an integrated intellectual base. Such an approach allows to state that the problem of future technology teachers' training proceeds in the context of their cultural formation (organizational, informational and manual devices, security, waste disposal, etc.) during the process of their professionalization, which is the integrated system. Implementing cultural approach into the new paradigm of future technology teachers' training should be a component of a new socio-cultural project. Because there is a new relation between a man and the world. In the future people will find their being not outside but inside the technologies.