FORMING THE PEDAGOGICAL PROFICIENCY OF SPECIALIZED DISCIPLINES TEACHERS IN THE TRAINING OF AGRICULTURAL ENGINEERS

The relevance of the problem forming the pedagogical skills of specialized disciplines teachers in the training of agricultural engineers is due to the requirements for ensuring a clear organization of the educational process using the best traditions of national and foreign experience, modern pedagogical technologies and educational innovations, since education is faced with the task of creating a powerful human resources to provide it with highly qualified teachers as one of the most important conditions for stability, successful functioning and further development of the higher education system. In this regard, the article is devoted to the problem of forming the pedagogical skills of teachers of vocational disciplines in the training of agricultural engineers. The purpose of the article is to summarize the essence of the concept of ―pedagogical skills‖, to study the problem of forming pedagogical skills of teachers of vocational disciplines in agricultural higher educational institutions, and to substantiate its importance and the main ways of improvement to increase the quality of the educational process in the training of agricultural engineers. In the context of the study, the scientific approaches to the interpretation of the concept of ―pedagogical proficiency‖ have been analyzed. It has been concluded to be an integral structural component of the professional activity of teachers of professional disciplines. It is proved the pedagogical proficiency is a manifestation of a high result of professional activity, the ability to embody and realize one's own creative potential in conjunction with effective methods of building a high-level pedagogical process. It has been established that improving the pedagogical skills of a teacher of vocational disciplines consists in continuous improvement of their professional knowledge, qualifications and practical skills, mastering the latest educational technologies, developing scientific and methodological support, active participation in scientific and practical conferences, forums and seminars. The main ways of forming the pedagogical proficiency of a specialized disciplines teacher in the training of specialists in agricultural and engineering specialties from the beginning of his/her career have been outlined. Conclusions have been drawn and prospects for further research have been outlined