In the article, the defined problem has been justified and the significance of studying

The article presents and justifies a technology for building the content of teacher training through sustainable development. Considerable attention is paid to environmental issues of society, which urge to change the philosophy of life and the mindset of people. The designed technology for building training content is primarily relevant owing to the need to implement the main concepts of sustainable development and introduce some novel approaches to teacher training. It can be implemented at three levels: degree programmes, curricula, syllabi. The level of building training content consists of such stages: defining expected learning outcomes for courses; outlining the information field of courses; compiling the basic educational material; determining didactic units of the main educational material; designing the structural and semantic model of the basic educational material; dividing the basic educational material into subjects. The article also presents the results obtained from the experiment conducted from 2015 to 2018. The research sample comprised 457 respondents (231 respondents in the control group (CG) and 226 respondents in the experimental group (EG)). The analysis of the obtained results shows that during the formative experiment the number of respondents with advanced (creative) level has increased by 5.82% in the EG compared with the CG; the number of respondents with intermediate (sufficient) level -by 5.18. The number of respondents with basic (reproductive) level has decreased by 11%. The differences between the CG and the EG are statistically significant (χ2 = 8,276), do not exceed the established limits and are at the level of 0.05≤ρ≤0.01 (5.991≤8.276≤9.21).

The paper defines conceptual principles of future teachers' professional training in the context of organizing extracurricular activities for pupils, which contain preliminary statements, methodological approaches (systemic, synergetic, competency-based, activity-oriented, developmental, personalityoriented, cultural, axiological), principles (general didactic and specific) of education. The professional training of future handicraft and technology teachers for organizing extra-curricular activities for pupils is analyzed based on its three stages: organization and motivation, practice and methods, activity and creativity. Given the professional activities of future handicraft and technology teachers, it is essential to distinguish their theoretical, practical and methodological training. The stages of training future handicraft and technology teachers for organizing extra-curricular activities for pupils are reinforced with the content of such training in higher education institutions. The levels of readiness of future handicraft and technology teachers for extracurricular activities can be identified through relevant indicators based on motivationaland-axiological, cognitive, activity-related and creative criteria. Both the qualitative and quantitative analysis of the experiment results shows that the obtained indicators confirm positive dynamics regarding developing readiness in future handicraft and technology teachers to organize extracurricular artistic-andtechnical activities for pupils.

ABSTRACT

The main approaches to defining the concept of electronic textbook have been analyzed in the article. The main advantages of electronic textbooks in the context of future teachers’ training have been outlined. They are interactivity, feedback provision, availability of navigation and search engine. The author has presented and characterized the main stages in the technology of development of an electronic textbook on Handicraft and Technology Training Methodology: determination of its role and significance in the process of mastering the discipline; justification of its structure; outline of the stages of its development in accordance with the defined structure. The characteristic feature of the developed electronic textbook is availability of macro- and microstructure. Macrostructure is viewed as a sequence of components of the electronic textbook that are manifested in its content; microstructure is considered to be an internal pattern of each component of macrostructure.