UkrainianProfessional Education

Abstract

The article examines the content, trends, and practices of implementing innovative teaching technologies in the professional training of future teachers for service sector institutions. The relevance of the topic is justified in view of the transformation of the modern educational paradigm in the context of digitalization, internationalization, and a focus on competency-based models. The main approaches to defining the concept of «innovative teaching technologies» are analyzed, including elements of digital pedagogy, project-based and problem-based learning, gamification, blended and distance learning formats. It is shown that these technologies are not only a means of diversifying the educational process, but also a powerful tool for the formation of professional competence, reflective thinking, and the ability for pedagogical creativity. Based on the analysis of relevant sources by Ukrainian and international authors, the results of research on the use of innovations in the training of teaching staff have been summarized. The peculiarities of the functioning of digital platforms and services in higher education institutions are highlighted, particularly in the context of training future teachers for the service sector. Attention is focused on the systematic implementation of information and communication technologies, which allows for the modeling of professional situations, the creation of educational simulations, and the provision of personalized learning. The presentation of the material reveals real educational practices, in particular the use of distance learning courses, cloud technologies, multimedia tools, electronic textbooks, interactive exercises, and mobile applications, which increase student engagement in the learning process and contribute to the formation of relevant professional skills. The importance of partnership models between higher education institutions, educational institutions, and labor market stakeholders as a platform for testing innovations in pedagogical activities is emphasized

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