Abstract

The level of renewal of engineering and technical knowledge and competencies is steadily growing. The time between scientific development and the introduction of technology into production is the acceleration of innovation cycles in many areas. Modern engineering and pedagogical education meets the needs of society in vocational education services on the basis of training, retraining and advanced training of highly qualified teachers for the teaching of vocational and general technical sciences, as well as vocational training, vocational education and intended for the implementation of industrial training in enterprises of higher education. The pedagogical activity of the engineer-pedagogue is dual (two-way) and involves the synthesis of professional-pedagogical knowledge and skills: engineering and psychological-pedagogical. In addition, the professional pedagogical skills of an engineereducator can be generalized [2], so the professional competence of such a specialist should also be generalized (dual), i.e., common to the internship teacher and computer technology professionals. The content of engineering training of a future engineer-teacher does not differ from the content of training an engineer in the relevant field, which leads to a conflict between the technical direction and the engineering-pedagogical activity of graduates.