- Брехунець, А.І. (orcid.org/0000-0002-7935-5300) and Пригодій, Микола Анатолійович (orcid.org/0000-0001-5351-0002) (2025) Analysis of the readiness of future technology teachers for implementing specialised (profile) education of students Педагогічні науки: теорія, історія, інноваційні технології, 5 (145). pp. 50-69. ISSN 2414-9799
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Abstract
A comprehensive analysis of the current state of training future technology teachers to implement specialised (profile) education in the context of the transformation of Ukrainian schooling and the introduction of the new State Standard of Specialised Secondary Education has been conducted. The relevance of the study is determined by the increased requirements for teachers’ technological competence, the necessity to update educational programmes, the strengthening of practice-oriented components, and the digitalisation of the educational process. The purpose of the article is to identify the strengths and weaknesses of the preparation of future technology teachers and to outline the directions for its enhancement in accordance with the challenges of the New Ukrainian School and current STEM-education trends. The research methodology is based on the analysis of regulatory documents, scientific literature, and the results of an empirical study, which included a survey of 105 teacher-education students. The questionnaire comprised four competence blocks: general pedagogical readiness, practical professional skills, the ability to foster key and technological skills in students, and the assessment of the quality of educational programme content. Methods of quantitative and qualitative analysis, data generalisation and systematisation were applied. The findings demonstrate a high level of general pedagogical readiness and ability to apply innovative methodologies, project-based approaches, and strategies for developing students’ critical thinking. At the same time, insufficient preparation was identified in areas such as digital competencies, robotics, CAD design, 3D modelling, and the use of modern technological equipment. The respondents also highlighted the need to strengthen practice-oriented training, cooperation with schools and industrial enterprises, the expansion of STEM/STEAM components, and access to up-to-date material and technical resources. The practical significance of the study lies in substantiating directions for modernising teacher-education programmes, aimed at enhancing the readiness of future technology teachers for profile education through updating curricula, implementing practice-based training, dual-education models, digital laboratories, and internships in real production and innovation environments. The conclusions emphasise the necessity of a holistic and flexible model of teacher training capable of responding to technological change and contemporary educational demands. Prospects for further research involve the development of tools for assessing professional readiness, dual-training models, as well as methodological support for digital and project-technological preparation of future technology teachers.
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