Leading Trends and Psychological and Pedagogical Conditions of Professionalism Formation Engineer-Teacher in the Field of Food Technologies in the University System Education

The article presents the attempt to reveal the main tendencies and psychological and pedagogical conditions of forming the engineer-teacher professionalism in the system of university education. The purpose of the article is to substantiate the basic principles of forming the professionalism of the future engineer-teacher in the field of food technology, together with the psychological and pedagogical conditions in the system of university education. Methods. The main methods as research and experimental work using elements of the laboratory method and molding experiment, genetic modeling method, analysis of variance and other methods of mathematical statistics are used. The results. The theoretical provisions of scientific research are singled out, which allowed outlining the main directions and nature of the presented work. The experimental work consisted in the creation of pedagogical conditions, which were selected as a result of the experiment aimed at improving the content and procedural aspects of teaching engineering and pedagogical disciplines. The research was actively transformative in nature and consisted of individual options for solving a complex research problem. Conclusions. The following pedagogical conditions of the educational process were substantiated, tested and clarified: actualization in the educational process of integral engineering and pedagogical activities of students and its focus on forming the future food technology engineer-teacher’s gnostic, organizational, communicative, project, and design skills; the presence of motivational-indicative, project-executive and evaluative-reflective stages in the educational process, that allow students to implement the whole set of actions as a part of the structure of engineering and pedagogical activities; concentric structuring of educational material of engineering and pedagogical disciplines, use the unity of methodological, theoretical, methodical-practical engineering and pedagogical knowledge in the process of solving professional tasks; differentiation of tasks that take into account the individual capabilities and interests of students as subjects of study and professional activity; gradual complication of the educational tasks content, which provides the transition to their implementation at the reproductive and creative level, the use in the educational process of a set of methods of cognition, pedagogical research and teaching; organization of classes in the form of students’ educational interactions, which allow to model subject-object and subject-subject relations in the educational process. In the course of research and experimental work, the influence of three factors was studied: the theory of fundamentalization of knowledge, the theory of meaningful generalization, as well as the technology of organization of engineering and pedagogical education. The following approaches are used: concentric organization of educational material; block-modular structuring of the educational process; study of engineering and pedagogical knowledge using the theoretical scheme of system analysis; students’ reproduction of activities that represent a set of methods of analysis and transformation of engineering and pedagogical facilities; the use of didactic tools that allow future students to reflect on the ways of solving engineering and pedagogical problems.