УДК 378.6.018.8:[373.011.2/3-051:51]
DOI: https://doi.org/10.59694/ped_sciences.2025.17.014-020
ORGANIZATION AND METHODOLOGY OF AN EXPERIMENTAL STUDY ON THE TRAINING OF FUTURE VOCATIONAL EDUCATION TEACHERS FOR INNOVATIVE ACTIVITY
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KUROK Vira Panasivna – Doctor of Pedagogical Sciences, Professor, Corresponding Member of the National Academy of Educational Sciences of Ukraine, Head of the Department of Technological and Vocational Education at Oleksandr Dovzhenko Hlukhiv National Pedagogical University.
ORCID іD: https://orcid.org/0000-0003-1474-3879
KOROTYCH Anatolii Volodymyrovych – Postgraduate student at the Department of Technological and Vocational Education, Oleksandr Dovzhenko Hlukhiv National Pedagogical University.
ORCID іD: https://orcid.org/0009-0005-3165-1265
Abstract:
The article highlights the process of organizing and developing the methodology for an experimental study on the training of future vocational education teachers for innovative activity. The leading idea and research hypothesis determining the study’s focus are defined. The goals and objectives of the experiment, which outline the expected outcomes, are specified. The conditions and duration of the experiment are determined, independent and dependent variables are identified, and the criteria and indicators for evaluating the results of such training are established. A methodology for conducting the experiment has been developed, including the list and procedure for applying all research methods. The stages of the pedagogical experiment-preparatory, ascertaining, formative, and summarizing-are characterized, as they contributed to determining the effectiveness of the identified set of pedagogical conditions for preparing future vocational education teachers for innovative activity. At the preparatory stage, a systematic analysis of current scientific and pedagogical sources was conducted, which served as the theoretical foundation for forming the initial research provisions and developing the program of the experimental study. At the ascertaining stage, the current state and specific features of training future vocational education teachers for innovative pedagogical activity were examined; the criteria and indicators for diagnosing the levels of their innovative competence were defined and described; an ascertaining assessment was carried out; experimental bases were determined, and the sample and expert group were formed. During the formative stage, the pedagogical conditions for training future vocational education teachers for innovative activity in the higher education process were implemented and their effectiveness tested. At the summarizing stage, the results of the formation of the specified competence were analyzed and evaluated, and general conclusions were formulated.
Keywords: vocational education teachers, innovative competence, preparation for innovative activity, pedagogical experiment, effectiveness of pedagogical conditions, preparatory, ascertaining, formative, and summarizing stages.
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