«Vocational training methods» as a key discipline in engineering pedagogy: problems and prospects for renewal

Abstract

Introduction. The rapid changes taking place in the field of engineering, technology and production, affecting the needs of the economy and society as a whole, require a response in terms of updating the goals and content of training for the labor market from the vocational education system. Realizing that the training of specialized disciplines is based not only on the scientific and technical content of the disciplines taught, but also on the rules of didactics, the analysis of the experience of implementing one of the key academic disciplines in the framework of the engineering and pedagogical training of future specialists "Vocational Training Methods" requires close attention. The purpose of the article is to identify the degree of discrepancy in the content, implementation of the discipline, to diagnose the degree of student satisfaction with the quality of training, to determine the priority vectors for updating the content of the vocational training methodology.Materials and Methods. The theoretical and methodological basis of the study was the theory of the development of engineering and pedagogical education (M. G. Romantsev, S. J. Choi, etc.), content design (P. F. Kubrushko, O. V. Tarasyuk) and the principle of double lead (V. A. Fedorov, M. E. Oswald-Egg, U. Renold, etc.) in professional and pedagogical education. The method of analysis of curricula and work programs of the discipline "Vocational Training Methods" was applied using a two-stage sample. Also, in the period from October 21 to November 3, 2022, we conducted a survey among students of various universities (n=126) who had mastered the academic discipline.Results. Differences in the organization of teaching vocational training methods in different Russian universities were revealed in the following aspects: volume, content, forms, organizational and technical equipment, etc. labor intensity of independent work, etc.) aspects of satisfaction with the educational process of engineering and pedagogical training, priority sections of the academic discipline for more detailed mastering (designing new methods and pedagogical technologies, educational activities in vocational education, etc.).Discussion and Conclusions. It is proposed to organize the improvement of the vocational training methods in such key areas as the focus on expanding the range of innovative methods and pedagogical technologies and developing the future teachers’ creative potential.