The essence of the praxeological approach to the system of training future teachers of vocational training
The worldwide tendency to streamline vocational education in higher education, driven by constant changes and the global transformation of the economic, social, demographic and environmental dimensions, prompts continuous search for optimal solutions to conceptual approaches to training future educators in vocational training. Proceeding from the fact that the general dynamics of the development of the market for educational services does not blatantly meet the criteria and demands of modern society, in particular the younger generation, which faces the task of realizing itself in a highly competitive market economy, there is a completely objective need to focus on those approaches in the system training that contributes to the formation of professional competence, the identity of future teachers of vocational training. The article is devoted to a brief outline of the peculiarities of the introduction of the praxeological approach to the system of training future teachers of vocational training. Examples of implementation of this approach are considered in other areas of pedagogy with the aim of studying the praxeological approach to the subject of flexibility and wide applicability. On the basis of a detailed study of the praxeological approach as a useful pedagogical technology it was possible to form a list of peculiar features of the praxeological approach in the system of training future teachers of vocational training.