Professional and technical potential of a university teacher as a condition for the development of general engineering competence of students

Introduction. The relevance of the article is due to the problems of the development of general engineering competence of university graduates. The article talks about the need to form general engineering competence as an integrated system of professional and personal qualities, the result of which is expressed in the willingness of a specialist to solve current and promising engineering tasks.
Purpose setting. The purpose of the study is to identify the key block of professional training of graduates with a general engineering basis.
Methodology and methods of the study. Based on the key role of general engineering competence in the development of technical readiness of the future engineer, the authors analyze the state of its formation in the system of engineering education, on the basis of research of many teachers and scientists. Based on the conducted research, the authors came to the conclusion that the professional and technical potential of a university teacher contributes to the development of general engineering competence.
Results. The results of the study include a description and analysis of the problems associated with the disclosure of the concepts of «professional and technical potential of a university teacher» and «general engineering competence». The idea of the algorithm of level interaction between university teachers and students is revealed, which is a level interaction between university teachers and students, we consider as a system of educational and business relations of professionally active and socially responsible teachers providing high quality professional training of future specialists, on the one hand, and students ready for intellectual activity who want to receive general engineering training, on the other hand. Among the levels shown are «ascent» (the initial stage of the formation of a certain block of general engineering competence); «mastering» (the basic stage) and «implementation» (the final stage). The connecting link of these independent activities is the algorithm of managerial functions, among which: 1 – analysis; 2 – motivation; 3 – planning; 4 – organization; 5 – control; 6 – regulation. Support of students is implemented according to three vectors-interactions: administrative support (according to standards and training programs), methodological support (based on methodological and technological programs) and psychological (individual consultations and assistance in mastering the proposed training and professional education programs).
Conclusion. In the final part of the article, it is said that the problem of research is practice-oriented and allows us to state that the engineering competence of a specialist as an integrated system of professional and personal qualities is expressed as a result of engineering activity, the essence of which is the willingness of a specialist to solve current and promising engineering tasks. The professional and technical potential of high school teachers is a key condition for the development of general engineering competence of students.

methodology of vocational education, technology of vocational education, general engineering competence, professional and technical potential of a university teacher, condition for the development of general engineering competence,

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