Methodological foundations of the formation of supra-professional skills among teachers of vocational training

the methodological basis for the formation of universal competencies of teachers of vocational education requires in-depth analysis due to dynamically transforming standards of education and qualification requirements. The rapid development of professional technologies and the constant modification of teaching roles dictate the need to expand the basic skills of teachers beyond the traditional specialized fields of knowledge. The modern labor market places increased demands on teachers' professional competencies, which go far beyond the traditional knowledge transfer. A qualified teacher should develop students' critical analysis skills, the ability to solve complex problems at the junction of various disciplines, and develop a willingness for continuous self-development. Achieving educational results of this level requires teachers to thoroughly master methodological tools and practical application of innovative technologies in the educational process. Modern teachers with an expanded range of supra-professional competencies demonstrate high adaptability to the educational needs of each student. The versatility of teachers' professional skills allows them to introduce innovative teaching methods that meet current educational standards and the demands of society. A flexible approach to the organization of the educational process contributes to the qualitative updating of educational programs, enhancing their practical significance for students. The purpose of this study is to analyze the methodological foundations of the formation of supra-professional skills among teachers of vocational training.

pedagogy, teacher of vocational training, professional skills, methodology, educational and professional requirements, research