METHODOLOGY FOR DEVELOPING THE PROFESSIONAL COMPETENCE OF GENERAL EDUCATION TEACHERS IN AGRICULTURAL VOCATIONAL EDUCATION INSTITUTIONS

Abstract

The article presents a scientifically grounded methodology for the step-by-step development of the professional competence of general education teachers working in agricultural vocational education institutions. The methodology is designed with regard to contemporary transformations in both vocational and agricultural education. The relevance of the topic is substantiated by the growing need to prepare teachers capable of functioning effectively under conditions of digitalization, changing professional training requirements, and increasing demands on the quality of the educational process. Based on an analysis of scholarly sources, the study identifies insufficiently explored aspects of teachers’ professional development that require further scientific elaboration.

The article clarifies the interpretation of the professional competence of general education teachers in agricultural vocational education as an integrative characteristic that encompasses knowledge, skills, values, and personal qualities essential for effective pedagogical activity. The proposed methodology is grounded in competence-based, systemic, activity-oriented, and learner-centered approaches and is characterized by a clearly defined structural and logical framework. Four interconnected stages are distinguished: diagnostic‑prognostic, design, innovative‑activity, and reflective‑corrective. Each stage performs specific functions and ensures the gradual and continuous development of teachers’ professional competence.

The scientific novelty of the study lies in the development of a comprehensive system of professional growth that integrates formal, non-formal, and informal education while enabling the personalization of professional development trajectories based on diagnostic results. The practical significance of the methodology is reflected in its potential to enhance the professional level of general education teachers, foster their innovative culture, expand their professional skills, and improve the overall quality of educational processes in agricultural vocational education institutions. Future research prospects include refining the content of teachers’ professional development and assessing the effectiveness of the methodology’s implementation in real institutional settings.