TRADITIONAL AND INNOVATIVE TECHNOLOGIES IN TEACHERS’ PROFESSIONAL COMPETENCE IN TRAINING THE STUDENTS IN STEM EDUCATION

Abstract

In the Concept of Development of Science and Mathematics Education (STEM Education), the implementation of which is envisaged by the Government of Ukraine by 2027, the need to focus on professional training of teachers is becoming increasingly relevant for higher education institutions. In this context, it is advisable to study the historical retrospection of the development of traditional and innovative educational technologies and the use of educational technologies in the professional activities of teachers in the field of STEM education in the country that is the source of STEM education – the United States of America.Purpose. The purpose of the article, based on historical retrospection, is to investigate the development of traditional and innovative practices of using educational technology in the professional competence of teach- ers in the training of students in the field of STEM education. The following tasks were solved: to investigate which technologies in the professional activities of teachers are traditional and which are innovative in the spa- tial content of the development of education; to determine which technologies are important for students to master for professional activities in the field of STEM education.Methods. To achieve the set goal, specific-search and logical-synthetic analysis; system-structural analysis; chronological analysis; statistical and comparative analysis of individual aspects of the development of STEM education; theoretical-generalizing method and interpretation method were used.Results. The results of the study showed that in the category of traditional technologies, both in the USA and in Ukraine, passive learning technologies prevail, namely explanatory-illustrative, lecture and practical learning in the classroom. In the category of innovative technologies, activity, interactive technologies, as well as technologies of personality-oriented learning prevail. Project technologies are very often attributed by teachers to the group of innovative ones, but today it is obvious that mastering them is mandatory for teachers. In the context of our study, it should be noted that the issue of liberal education, namely «artes liberales» versus «artes serviles» in the development of the educational environment and the concept of education in the United States, led to a rethinking of the direction of education, in particular in determining the development of pedagogical skills of teachers and the training of students, which was manifested in the progress and improvement of pedagogical systems.Conclusions. It is determined that the historical development of education is aimed at moving away from academic traditional learning, which has been an unchanging principle since the founding of the first higher education institutions in the United States, to the latest innovative educational methods, namely, information and communication, digital, problem-dialogical, problem-heuristic, interactive, personality-oriented, based on multiculturalism in education. Technologies of pedagogical skills of teachers in the field of STEM education, regardless of the country, are traditional (academic) and innovative at the same time, because the learning process can be oriented both to the classics and to innovations, which is a progressive model of education that attracts both young people and teachers who use the latest educational trends in their work.