Abstract:

At the present stage, increased demands are placed on educators in both professional and personal aspects. High-quality training of future technology teachers is a prerequisite for their effective professional activity, which, in turn, requires improving teaching methods, enhancing professional skills, and updating educational programs. However, an analysis of scientific research reveals certain shortcomings in the higher pedagogical education system, particularly the insufficient readiness of institutions to ensure the proper level of training for highly qualified specialists capable of innovative activities and adapting to the challenges of modern education.

Self-education plays a leading role in the professional training of future technology teachers, contributing to the full realization of their personal and professional potential. It fosters the development of critical thinking, a creative approach to solving pedagogical tasks, the enhancement of economic competence, and the improvement of professional skills. Through continuous selfdevelopment and the advancement of pedagogical and economic knowledge, future specialists gain mobility and competitiveness in the modern labor market. This ensures their ability to adapt professionally, implement innovative technologies in the educational process, and develop an individual teaching style.

The formation of economic competence in future technology teachers is a complex and dynamic process that extends throughout the entire period of study and encompasses various forms of educational activities. It takes place not only during lectures, practical, and laboratory sessions but also through the study of specialized courses, the completion of creative projects, the modeling of pedagogical and economic situations, participation in discussions, developmental training sessions, pedagogical workshops, and more.

Modern pedagogical technologies are aimed not only at developing a solid foundation of professional knowledge, skills, and abilities in future technology teachers but also at fostering responsibility, initiative, independence, and strong-willed qualities. They should facilitate not only the acquisition of subject knowledge but also the ability for self-directed learning, a creative approach to teaching, the integration of modern technologies into professional activities, and continuous self-improvement.

Keywords: self-educational activity, economic training, technology teacher, institution of higher education.

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