Abstract:

The paper deals with issues of the process of implementation of teaching in electrical engineering subjects, including the definition of the concept of electrical engineering didactics for the subject of teaching. The question of mastering electrical concepts is a complex of knowledge and skills demanding the thought process. The interpretation of electrical engineering by the teacher requires a comprehensive approach of a teacher familiar with the principles of didactics, psychology and pedagogy, as well as a technician, an expert in the field of electrical engineering. Therefore, an essential feature of the didactic process in electrical engineering education can be seen in the gnoseological approach. Teacher training systems and models are diverse, not least in relation to vocational subjects. The differences are mainly due to the type of institution (secondary vocational school, vocational school, secondary vocational school, secondary industrial school), the degree of autonomy of the institution (state, private, corporate), the conditions of admission of students to study and organization. The paper tries to capture the peculiarities that the didactic process brings with it in the training of future teachers.

Keywords:

Pedagogy, didactics, subject didactics, electrotechnics, teacher, teaching process.