DEVELOPMENT OF PROFESSIONAL TERMINOLOGICAL COMPETENCE OF TEACHERS OF TECHNICAL DISCIPLINES AT AN AGRICULTURAL COLLEGE

Abstract

The article addresses the issue of developing the professional terminological competence of teachers of technical disciplines at agricultural colleges in the context of the modernization of professional pre-higher education, the digital transformation of agricultural production, and the continuous renewal of sector-specific terminology. The relevance of developing professional terminological competence is substantiated as an essential component of teachers’ professional competence, ensuring the accurate use of specialized terminology in teaching, methodological, research, and professional activities, as well as effective work with regulatory and technical documentation, standardized terminology, digital resources, and international agricultural information systems. The purpose of the study is to substantiate the theoretical foundations for developing the professional terminological competence of teachers of technical disciplines at agricultural colleges and to systematize contemporary pedagogical technologies, instructional methods, and digital tools that facilitate its effective development within the system of continuous professional development. The research employs a set of general scientific methods, including analysis, synthesis, comparison, generalization, and systematization of scientific publications, Ukrainian regulatory documents, and contemporary international studies on professional terminology, terminology management, and technical communication. The concept of the professional terminological competence of teachers of technical disciplines at agricultural colleges is refined and interpreted as an integrative component of professional competence that encompasses the ability to use standardized sector-specific terminology accurately, work with regulatory and technical documentation, adapt complex agricultural engineering concepts for educational purposes, critically evaluate terminological resources, and integrate emerging terminology related to digitalization, automation, and precision agriculture into the educational process. The study proposes the author's classification of pedagogical technologies, instructional methods, and digital tools for developing professional terminological competence, based on their functional purpose, and identifies pedagogical conditions for their integrated implementation within the system of continuous professional development of teachers. The scientific novelty of the research lies in refining the concept of the professional terminological competence of teachers of technical disciplines at agricultural colleges by identifying its specific professional functions related to the use of regulatory and technical documentation, standardized agricultural engineering terminology, modern digital terminological resources, and international sectoral standards. Furthermore, the study presents the author's systematization of pedagogical technologies, instructional methods, and digital tools for their development. The practical significance of the findings lies in the possibility of applying the proposed approaches to the design of professional development programs, educational and methodological support, and the organization of continuous professional development for teachers of technical disciplines at agricultural professional pre-higher education institutions.