USING ART-TEACHING TECHNIQUES IN THE PROFESSIONAL TRAINING OF FUTURE TECHNOLOGY TEACHERS

Abstract

The article deals with theoretical and practical aspects of using art-teaching techniques in the process of professional training of future technology teachers. Particular attention is paid to defining the essence of art-coaching as an innovative pedagogical technology that actively promotes the development of creative thinking, reflective skills, emotional intelligence and personal growth of students. Art-coaching in the context of pedagogical training is an important tool for developing the ability of pupils and students to make decisions independently, think critically and adapt to changing conditions. The article also covers methodological approaches to the development of art-coaching methods that combine elements of art therapy, coaching strategies and pedagogical modelling. The importance of synthesising these approaches to ensure the comprehensive development of students is revealed, in particular, in the context of training future technology teachers, for whom these skills are essential for effective learning and adaptation to the modern requirements of pedagogical practice.

The authors present their practical experience of using art-teaching techniques in teaching pedagogical disciplines, in particular within the course ‘Art Pedagogy’. The authors analyse the effectiveness of these techniques, describe the main techniques that can be used in the learning process, and point out their impact on student development. In addition, the article outlines the prospects for further implementation of art-teaching in the educational process, which can help to further improve the professional training and development of pedagogical competencies of future teachers. As an example, the article presents specific art-teaching techniques that can be used in practical work in the discipline of Art Pedagogy. They contribute to a deeper understanding of students’ strengths and weaknesses, the development of their creative potential, as well as the ability to plan and implement learning tasks in the context of a real educational process.