ПЕРСПЕКТИВНІ НАПРЯМИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ ФАХІВЦІВ З ТУРИЗМОЗНАВСТВА ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ У СФЕРІ СОЦІАЛЬНОГО ТУРИЗМУ

Abstract

The article raises the topic of promising areas and methods of forming the readiness of future specialists in tourism to professional activity in the field of social tourism. The problems of training modern specialists for professional activity are revealed. Scientific researches of scientists of Ukraine and the world on this topic are analyzed. The purpose of the article is formulated, namely: to investigate the methods and perspective directions of formation of readiness of future specialists in tourism to professional activity in the field of tourism. The components of readiness of future specialists are determined and based on them the conditions of the educational process of training are singled out, as well as the methods that the future specialist must master. It is determined that the training of future professionals in the socio-pedagogical sphere involves the mandatory integration of theoretical and practical training, and also determined that practical training is an integral part of the training of future professionals for professional activities. Practical training in a higher educational institution is described as one of the most important parts of the system of training future specialists for professional activity. The essence of practical training in the system of training of future specialists on the example of Volyn National University named after Lesya Ukrainka is revealed. The essence of each of the practices is revealed, its purpose and results of its passing are defined. The experience of Lesya Ukrainka Volyn National University is analyzed and based on the analysis it is concluded that the practical training of future professionals is an integral part and an effective promising method of forming the readiness of future professionals for professional activity. Also such perspective directions of formation of readiness of future specialists for professional activity as trainings are allocated, namely: communication training and personal communication training. The essence of each type of training is revealed, its purpose and tasks are defined. Based on the above, thorough conclusions are made and the prospects for further research are identified. Key words: training, practice, specialist, perspective directions, perspective methods.