Referring to the origins of the domestic pedagogical science — the works of K. D. Ushinsky, and considering them through the prism of vocational pedagogical education, the authors present an updated vocational education teachers training model. The presented model includes methodological, content and semantic, methodical and instrumental, evaluative and reflexive components. The greatest attention in the article is paid to the first, methodological component, which becomes the conceptual guideline of the entire model. It includes target settings (teacher’s training, capable of self-development, self-education and self-formation and self-education because of the formed desire to work), principles (systematicity, consistency, connection between theory and practice, conformity to nature), conditions (the creativity in relation between teacher and student) and approaches (working-based, competence-based, personality-oriented), originating in the ideas of K. D. Ushinsky.

Considering the historical aspect of vocational and pedagogical education in the context of training in the working profession of students, the direct relationship of the master (mentor) with the system of industrial training is traced. The study of mentoring issues is reflected in the works of S. Y. Batyshev, G. K. Selevko, V. A. Skakun, M. N. Skatkin, N. M. Talanchuk, etc., where professional training is considered from the standpoint of methodological foundations in production conditions. In the article, the greatest attention is directed to the consideration of issues related to the principles of the organization of industrial training in the system of vocational pedagogical education, scientifically and methodologically grounded in the research of G. M. Romantsev and his scientific school. Each principle is described from the perspective of mentoring activities, which became the basis for the development of components of a descriptive model for the training of a master mentor in a working profession.

The relevance of the study is aimed at studying issues related to the formation of the readiness of a future vocational education teacher to develop tools for conducting a demonstration exam based on a cluster model of technological sovereignty of the open source software base. The purpose of the article is related to the stage-by-stage implementation of organizational and technological tools into the open source software system according to the developed methodology. The methodology and research methods are based on theoretical and applied issues of vocational pedagogical education, methodological developments and experience of domestic and foreign scientists. Also, the methodological basis of the study is aimed at analyzing experimental research work in the field of preparing students of a vocational pedagogical university for methodological activities, including the development of organizational and technological tools for conducting a demonstration exam, the basis of which is system, activity, system-activity, competence, cluster approaches. Based on the presented approaches, requirements were formulated to clarify the didactic conditions for the phased introduction of organizational and technological tools into the open source system.