DESIGN COMPETENCE OF FUTURE TEACHER OF VOCATIONAL EDUCATION: ESSENCE AND CONDITIONS FOR FORMATION

Purpose. The purpose of the article is to determine the essence and conditions for the formation and development of design competence in future vocational education teachers. Methods. Analysis of regulatory and legal documentation, philosophical, psychological, pedagogical, and methodological literature, synthesis, systematization, generalization, and comparison. Results. It has been determined that the design competence of future vocational education teachers is an integral component of professional competence, ensuring readiness for design activities, including a set of relevant theoretical knowledge, practical skills, and personal qualities aimed at the successful implementation of future professional activities. The content and structure of the design competence of future vocational education teachers is determined by the specifics of their future professional activities. The formation and development of design competence in future vocational education teachers is understood as a consistent process of qualitative change in the personality of a vocational education student, aimed at acquiring components of design competence, associated with achieving its specified level. Based on the analytical and synthetic procedures carried out, it was determined that through the integration of competency-based, dimensional, and project-based approaches, the formation and development of the design competence of future vocational education teachers can take place, the scientific basis for which is a system of principles: integrativity; individualization; situationality; equality; participativeness. Conclusions. Analysis of psychological and pedagogical literature and generalization of pedagogical experience have made it possible to identify and formulate pedagogical conditions for the formation and development of design competence in future vocational education teachers: 1) application of a set for interdisciplinary career-oriented tasks; 2) stimulation of project thinking in students of vocational and pedagogical education; 3) activation of their creative activity. Promising areas for further scientific research may include ways and means of improvement, as well as the creation of a model for the formation and development of design competence in future vocational education teachers.