Formation of technological competence of future vocational education teachers using simulation complexes: a design-based research approach

Abstract

The article investigates the use of industry-specific simulation software (ISS) as a tool for improving the quality of professional training of future vocational teachers. Particular attention is paid to simulators that model production processes in technical and engineering disciplines. The potential of the simulation environment for the formation of key professional competencies is revealed: technical thinking, digital literacy, PLC programming skills, engineering modeling and visualization of production processes. The optimal combination of traditional and interactive teaching methods to achieve the best results of the educational process is substantiated.

The paper critically analyzes the limitations of traditional survey methods for assessing the effectiveness of SPE in the pedagogical process. The expediency of applying the design-based research (DBR) methodology as an optimal approach to the implementation of simulation tools in vocational education is argued. The stages of DBR research are presented, which include the definition of educational goals and competencies, creation of a learning environment, development of professionally oriented tasks, monitoring and analysis of results, as well as the formulation of recommendations for improving training.

A practical analysis of the peculiarities of using such programs as FluidSIM, Factory I/O, Tinkercad, AutoSIM, Simulink is carried out. A comparative table is presented, which identifies educational opportunities, specifics of the environment, features of the implementation of pedagogical tasks and ways to adapt the SPP to the context of professional pedagogical training. The use of mental maps and knowledge maps as tools for visualizing and structuring educational content when working with simulation software is also demonstrated, which contributes to increasing the efficiency of assimilation of complex technical information and the development of systematic thinking of future teachers. The conclusion is made about the effectiveness of simulation technologies as a means of bringing the educational process closer to the real conditions of future professional activity.