PEDAGOGICAL CONDITIONS FOR IMPLEMENTING THE PROCESS OF DEVELOPING COMPUTER ENGINEERING COMPETENCIES IN FUTURE TECHNOLOGY TEACHERS

Abstract

The article presents a set of pedagogical conditions that are crucial for the effective implementation of competence formation in future teachers of computer engineering technologies. It has been proven that the effectiveness of the educational process is ensured by compliance with seven key conditions, which include: integration of theoretical and practical training; creation of a learning environment focused on professional activity; application of competence-based and activity-based approaches in teaching; integration of innovative educational technologies; professionally oriented pedagogical practice; development of a reflective culture among future teachers; scientific and methodological support and tutoring. Among them, the main one is the integration of theoretical and practical training, which provides an organic combination of engineering and technical knowledge (programming, microcontrollers) with pedagogical activities through the implementation of projects. This is complemented by the creation of a professional-oriented learning environment that includes modern laboratories and virtual platforms (Arduino, Tinkercad) that simulate realworld tasks. The methodological basis is the application of competency-based and activitybased approaches, which focus learning on solving professionally significant problems and creating one's own engineering and pedagogical products. Emphasis is placed on the integration of innovative educational technologies, in particular STEM/STEAM, cloud, blended, and game-based approaches, whose applied orientation is ensured through professionally oriented pedagogical practice, where students test their IT competencies in real educational institutions. Integral elements include the development of a reflective culture-the ability to self-analyze and self-improve -as well as scientific and methodological support and tutoring, which ensures individualization, counseling, and systematic organization of the educational process. Thus, the article proves that the full and systematic implementation of these pedagogical conditions is the foundation for the formation of holistic professional maturity, creativity, and readiness of future technology teachers to act effectively in the context of modern digital education and constant technological change.