Technology of Problem Education in the Training of Vocational Education Teacher
O. I. Vaganova1, E.V. Vezetiu2, E.V. Vovk3, M.N. Bulaeva4, I.V. Akimova5

1O.I.Vaganova*, Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod, Russian Federation.
2E.V. Vezetiu, VI Vernadsky Crimea Federal University Yalta, Russia, Republic of Crimea, Simferopol
3E.V. Vovk, VI Vernadsky Crimea Federal University Yalta, Russian Federation, Republic of Crimea, Simferopol
4M.N. Bulaeva, Minin Nizhny Novgorod State Pedagogical University, Nizhny Novgorod, Russian Federation
5I.V. Akimova, Associate Professor of Chair of Informatics and Methodic of Training in Informatics and Mathematics, Penza State University, Russian
Manuscript received on December 16, 2019. | Revised Manuscript received on December 22, 2019. | Manuscript published on January 10, 2020. | PP: 129-127 | Volume-9 Issue-3, January 2020. | Retrieval Number: B6408129219/2020©BEIESP | DOI: 10.35940/ijitee.B6408.019320
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Abstract: More and more stringent requirements are imposed on the training of a vocational education teacher. Therefore, there is a need to search for technologies that would meet the requirements of the state and society. One of these technologies is the problem learning technology. The purpose of the article is to consider the main aspects of educational technology implementation in the preparation of a vocational education teacher to form his professional competence. The article demonstrates the essence of problem-solving technology in education, reveals the levels of solving the problem task and describes the steps for students to solve the problem situation. The case method, the project method, the dialogue method, and the research methods are identified as the methods used in technology of problem-based learning implementation. 
Keywords: Technology of Problem Education, Teacher of Vocational Education, Problem Situation, Professional Competence.
Scope of the Article:  Smart learning and innovative education systems