Demonstrates the impact of transforming industrial practice on design competence in future teachers, implying a new educational approach.
Key Points
The research aims to develop and test a pedagogical model that enhances design competence through industrial practice for future primary school teachers.
The study utilized systems and competency-based approaches from 2021 to 2024.
Involved students from secondary vocational education (44.02.02).
Included methods like theoretical analysis, modeling, and pedagogical experimentation.
Employed diagnostics such as testing, product analysis, and expert evaluation.
Utilized statistical processing methods, including Student's t-test.
Developed an integrative model for supervising students' industrial practice consisting of various modules.
Established industrial practice as a crucial resource for enhancing design competence.
Demonstrated a scalable model applicable to other pedagogical specialties in secondary vocational education.