Introduction. Vocational education is responding to socio-economic and political changes, and thus experiences the need for a change in a number of traditional approaches to the system of training, retraining and advanced training of specialists with secondary vocational education. The introduction of a competence-based approach in educational social practices emphasises the role of the personality of the teacher and the student, setting the vector for the development of supra-professional flexibility skills.
The aim of the article is to actualise the model of competencies of a secondary vocational education teacher considering the demand of the labour market for the graduates of secondary vocational education to have flexibility skills.
Methods. Among the methods used were analysis of regulatory documents and scientific literature on the research problem and a survey (questionnaires) of secondary vocational education teachers in Sverdlovsk region.
Results. Based on the comparison of the requirements of the federal educational standard and the specifics of professional activity, the competencies of the future teacher of vocational training, which would allow for a flexible trajectory of self and professional development were identified.
Scientific novelty. Based on the results of the survey, a proposal was made to include foresight competencies in the competency-based model of a vocational training teacher.
Practical significance. The data and conclusions from the study can be useful for the developers of basic and additional educational programmes of training, retraining and advanced training of teachers of vocational education teachers.
Funding. The article was carried out within the state task of the Ministry of Education of the Russian Federation “The System of Professional Psychological Selection and Forecasting of the Professional Development of Teachers of Secondary Vocational Education Based on the Concept of Soft Competencies” (applied research, №. 073-00104-22-01)
