Methodological approaches to building a competency model of a modern teacher in a professional educational organization

The fifth technological order, characterized by a significant increase in the volume of information and the development of new technologies, imposes certain requirements on the education system, the learning process and the personality of the teacher of a professional educational organization. To meet these requirements, a teacher must be able to adapt to changing conditions and have a system of knowledge, abilities and skills that allows students to form and develop the com- petencies normatively enshrined in the federal state educational standards of secondary vocational education. A teacher can be called competent who carries out teaching activities and pedagogical communication with students and colleagues at a high level, and also achieves consistently high results in teaching and educating the younger generation [1, p. 34]. At the same time, the question of the professional standard of a teacher of vocational training in secondary vocational education remains open to this day. On the one hand, it is obvious that the competency-based approach in this standard will be preserved, and this correlates with the requirements for specialists in other sectors of the economy (including graduates of secondary vocational education). On the other hand, at the moment it is important to conduct research that will contribute to making changes to the new version of the above-mentioned professional standard for a teacher. This article explores methodological approaches to building a competency model of a modern VEO teacher, taking into account the requirements for the teaching profession, and invites the scientific community to think about the components of this model, as well as their relationship.