Аннотация Проблема и цель. Решение проблем ориентации обучающихся общеобразовательных школ на инженерные специальности всегда представляло интерес среди ученых и педагогов-практиков как в России, так и за рубежом. Для каждого технологического уклада решение этих проблем имеет свою специфику. В 2010 году зафиксировано начало шестого технологического уклада, который характеризуется такими отраслями, как: нано-и биотехнологии, наноэнергетика, молекулярная, клеточная и ядерная технологии, нанобиотехнологии, биомиметика, нанобионика, нанотроника и др. 2 Для этих отраслей требуется новое поколение инженеров, обладающих системными междисциплинарными компетенциями, способных решать новые задачи новыми методами и средствами. Подготовка таких инженеров начинается с профессиональной ориентации школьников, которая должна отвечать современному технологическому укладу. Для решения новых задач профессиональной ориентации школьников на профессию инженера требуется специальная подготовка педагогов, владеющих современными знаниями и технологиями мотивации и обучения в контексте современного инженерного образования и профессиональной деятельности инженера. Такая подготовка может быть реализована посредством специальных магистерских программ. Цель статьи-в определении теоретических подходов и принципов проектирования образовательных программ подготовки педагога-магистра дополнительного инженерного образования школьников.

Nowadays the problems of vocational guidance of pupils for engineering professions corresponding to the modern technological paradigm are particularly significant. The problem of preparing teachers for the design and implementation of engineering education programs for schoolchildren is one of these issues. The purpose of the article is to define the organizational and pedagogical conditions for network training of teachers of engineering education for pupils. The research involved 900 students of the 10th grade and 80 headmasters of secondary schools. In order to identify the students’ attitude to their engineering training and the shortage of teachers of engineering education of pupils, the testing has been carried out. The analysis of the test results by means of descriptive statistics and content analysis has confirmed the feasibility of implementing a network approach in the practice of training teachers of engineering education for pupils. According to the results of the study, it has been found out that these conditions identified by the authors allow organizations forming a networked educational space to purposefully integrate their resources in providing opportunities for students to master both pedagogical and engineering competencies necessary for a teacher of engineering education for pupils.

Introduction. Achieving the strategic goals of scientific-technological development, corresponding to the modern technological mode, is impossible without increasing the competitiveness of the education system, which is ensured by new continuous professional education models for school teachers of an engineering-technological profile, among which urban educational formats are increasingly used, as well as communities of experts, formed around groups of masters and relying on co-creation, transfer of experience and technology. The research purpose is to assess the potential of urban professional communities and the conditions for the formation of an informal pedagogical education ecosystem in the field of engineering-technological education of schoolchildren. Materials and methods. To study the structure of professional contacts of the urban network of teachers engaged in engineering-technological education of schoolchildren, the sample was constructed using the "snowball" method. The content analysis of a semi-structured interview was used to identify professional roles and professional contacts, to assess the density of networks using the method of network analysis of an educational organization according to K. Ushakov. Results. On the basis of a semi-structured interview with working teachers engaged in engineering-technology education, the links between the accepted roles (teacher, mentor, expert) and the network density were revealed, a great potential for the network development was revealed (84% of new links can still be formed, 53% of participants are ready to master new roles). The leading roles of leaders, “network nodes”, are “an expert” and “a mentor”. The authors highlight the characteristics of urban forms of interaction between teachers that enhance the social capital of a territory: co-existence format, heterogeneity of participants, reliance on experience and taking into account the ambitions to accept roles, distributed leadership, support of professional reflection, joint design of events. Practical significance. The presented method for assessing the social capital of a territory on the example of an informal education network of teachers engaged in engineering-technological education can be used in the management of local educational ecosystems.

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The role of educational results in designing a model of pedagogical internship in engineering and technology The problem of theoretical basis for designing the models of training teaching staff able to work in specialized engineering and technology classes has been relevant abroad for more than half a century. In our country the significance of its studying has increased again because of the state tasks of economic development based on the latest engineering and technological advances. The experience of training participants for Olympiads and contests of the National Technology Initiative shows high efficiency of the work done by professional engineers with students. The involvement of people with non-pedagogical engineering education in pedagogical activity requires the search for evidence-based forms of intensive training, among which the authors give priority to internship. The productivity of training such personnel depends on a theoretically based design of internship programs, where the selection of planned results plays a crucial role. The goal of the research is to determine the principles for selecting the perspective results of engineering-technology pedagogical internship. Thorough theoretical analysis done on the basis of more than 150 texts including a cluster of professional standards of an engineering group, federal state educational standards of higher education for areas of engineering training implemented at universities of Krasnoyarsk region, professional standards "Teacher" and "Teacher of additional education for children and adults" made it possible to single out universal and professional competencies that were compared with the results of a study done by UNESCO and OECD on competencies of the XXI century, the syllabus of engineering training programs in the CDIO concept. Among the universal competencies teamwork and self-development are paid special attention to. Among professional competencies, pedagogical proper and engineering pedagogical ones are pointed out. On the basis of the analysis of foreign and local models of the pedagogical internship, such normative-based practices for achieving the planned results as a scientific and methodological seminar, independent work in the information-activity environment, internships, tutorial practice in engineering competitions, and demonstration exam are specified. They may have any technological (industrial) content and provide training for people with engineering education to work as educators.