To the issue of theoretical and methodological foundations of the development of a system of training for future teachers of vocational training using a complex of benchmarking technologies

In the article, the authors substantiate the relevance of developing theoretical and methodological foundations for the formation of a system for training future teachers of vocational training using a set of benchmarking technologies. At the same time, special attention is paid to methodological approaches (systemic, integrated, project and competence-based) to the formation, testing and effective use of a set of benchmarking technologies for the training of future teachers. The article focuses on the peculiarities of the use of benchmarking technologies in the organization of the educational process at the university. The authors consider a set of benchmarking technologies as a component of project-based learning, describe the conceptual and categorical apparatus of the study (clarify such concepts as: “system”, “complex”, “project”, “competence”, “benchmarking”, “training of future teachers of vocational training”, “universal competencies”, “a set of benchmarking technologies”, “a system for training future teachers of vocational training using a set of benchmarking technologies”), highlight the main idea of benchmarking - teaching best practices to ensure competitiveness.