Abstract
Summary. The article substantiates the relevance of an adaptive approach to creating conditions in the educational process for the practical self-realization of students, considered as the implementation of the educational and research abilities of future teacher-programmers, and the formation of professional competencies. In the modern high-tech world, when digital technologies become the environment for the existence of future specialists with new opportunities for their interactions and the desire to solve problems through IT technologies, one of the trends in the development of the education system is to improve its quality, «... includes adaptive processes». Adaptive processes in the design of educational programs are based on the formation of a digital educational space, the availability of online training, the possibility of organizing mixed training, and building individual educational activities. Adaptive approaches are considered as personification of the practical-oriented component of educational activity, development of value orientations, attitudes, as a person-oriented interaction of a teacher-student and a weak impact, which under certain conditions can give a strong resonance. Adaptive approaches are presented as a system of flexible management methods that contribute to the practical realization of the interests, abilities and educational needs of students aimed at forming the basic professional competencies of future teacher-programmers. Adaptive approaches in learning management are considered as the personalization of distance activities, as the process of managing the personal and professional development of students; a process that contributes to the desired learning outcomes; the process of using management impacts. The adaptive interaction between the teacher and the student includes pedagogical support, allows you to focus on the abilities and professional preferences of future teacher-programmers, equalize their opportunities for self-realization, self-organization, self-development and personalize the accumulation of universal and professional competencies. The article notes that the widespread use of adaptive approaches has led to a shift in emphasis in education to the achievement of a practical result in the formation of professional competencies, which are not only the result of training, but also a resource for further quality education, training specialists for independent professional activities, the ability to quickly adapt to new socio-professional challenges and a willingness to study during life.
 Key words: adaptive approaches, adaptive interaction, digitalization, practical self-realization, training results, personalization, professional competencies of future teacher-programmers.
Highlights
Our time is a time of «intellectualization caused by the widespread introduction of knowledge and innovation, the spread and introduction of new technologies», the creation of new projects, programs, digital platforms [1, p.18]
This study defines the content of an adaptive approach to creating conditions for the practical self-realization of students, considered as the realization of the educational and research abilities of future teacher-programmers and the improvement of the quality of education, since new technologies change the life of a person, professions disappear and appear at such a speed that it is impossible to obtain professional competencies for life [4, p.4]
The solution to these problems is seen in the use of adaptive approaches to managing the training of future specialists by creating conditions for the development of the inner world of the individual, its activity and the need for practical educational and research implementation
Summary
Our time is a time of «intellectualization caused by the widespread introduction of knowledge and innovation, the spread and introduction of new technologies», the creation of new projects, programs, digital platforms [1, p.18]. − ensuring access to electronic resources, lecture materials, videos; − personalization of practical-oriented educational activities based on the abilities and educational needs of the student; − inclusion of the future teacher-programmer in various types of educational and research activities; − creation of a system of conditions, incentives, opportunities for practical self-realization of students on the basis of real individualization and formation of basic professional competencies; − pedagogical interaction and pedagogical support for the constructive initiative of students. The formed basic professional competencies allow future teacher-programmers to realize inclinations, abilities, professional interests in the educational process of the university, which involves the implementation and degree projects in the development of information systems, web applications, websites, and in the course of pedagogical practice in the specialty, integrate information technologies and theoretical knowledge in the field of pedagogy, psychology, methods of teaching general technical and special disciplines, to get practical experience in their application, acting as teachers-practitioners of computer science. The dominant in obtaining the desired results of training is an adaptive approach that encourages the student to engage in the knowledge of himself and the world around him, self-realization, personal productive activity and allows him to transform his educational, scientific and research activities in accordance with his future professional activity
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