FORMATION OF PROFESSIONAL COMPETENCE OF FUTUREPSYCHOLOGISTS - STUDENTS OF A HIGHER EDUCATIONINSTITUTION IN THE CONDITIONS OF DISTANCE LEARNING

The article analyzes the content of the main concepts of the study and highlights the key types of innovative technologies. It demonstrates the pathways in the process of professional training for modern teachers, which will allow for the formation of practical experience, the knowledge component necessary for further work in the professional field, and the development of an innovative and effective system for preparing future educators. The main innovative educational technologies necessary for the formation of professional competence in teachers are identified. The role of digitalization in education in shaping teachers' professional competence is clarified; the advantages of using immersive technologies in developing teachers' professional competence are shown. The research-experimental work to study the effectiveness of the formation of professional competence in future teachers through the use of innovative technologies, based on defined pedagogical conditions, was conducted in the following interrelated stages: preparatory stage, diagnostic stage, and formative stage. Students, university lecturers, and school teachers participated in the research-experimental work. The results of the comparative analysis between the diagnostic stage and the formative stage of the experiment demonstrated significant changes in all components of professional competence.

The article reveals the essence of professional speech competence as a component of the professional competence of a medical specialist. The scientific literature on the research topic was analyzed, which made it possible to draw a conclusion about the need for an active search for effective technologies, scientific research on the outlined problem. It was determined that professional competence is a complex system formation, one of the components of which is professional speech competence, the level of which largely depends on the effectiveness of performing tasks of professional activity, the success of interpersonal interaction between a specialist and a patient, other specialists and ultimately the effectiveness of medical help. The key components of the professional competence of future medical specialists are highlighted: organizational, information, operational, communication skills. The main approaches to the interpretation of the concept of «professional speech competence» are outlined. The correlation between the concepts of «professional competence», «communicative competence», «professional-speech competence» is revealed. It is noted that the formation of professional speech competence of medical specialists is aimed at acquiring the skills of oral and written forms of information transmission; the ability to clearly explain information and express oneself in an understandable language, appropriately use verbal and non-verbal communication tools, establish contact with the patient through other subjects of the medical care process, possess the skills of effective communication and behavior; the ability to successfully implement communication, predict and avoid communication difficulties and barriers in the process of activity (educational, research, professional). Keywords: competence; professional competence; communication; communicative competence; speech competence; professional speech competence; medical profile specialist; healthcare professional.

The article emphasizes the need to update the content of professional training of specialists for the transport industry in connection with radical changes in the Ukrainian economy and the revision of educational and professional standards. The aims of the article are to determine the content and essence of professional competences of future motor vehicle profile specialists, as well as the principles and approaches that contribute to its formation in the conditions of distance learning interaction. In order to reveal the main directions of the formation of professional competences of future motor vehicle profile specialists, a set of methods has been used, including analysis, generalization and modelling of the content of professional competencies, study and research of advanced pedagogical experience in the application of technologies of distance learning interaction. It has been found that the professional competence of future motor vehicle profile specialists is an integrative dynamic personality characteristic based on a set of special knowledge, practical skills, skills in the field of transport and information technologies, their personal qualities, which ensures their performance of professional responsibilities at a productive level. The content of professional competence is an invariant set of essential professional competences related to the realisation of management functions in motor vehicle enterprises and the performance of typical professional tasks to operate, repair, and maintain vehicles. It has been established that the professional competence of a specialist in the motor transport industry is a multidimensional phenomenon which can be characterized by scientific research, organizational management, project design, production technology, and service-operational competence. Professional competence provides the specialist with the realization of motivational and promotional, gnostic, practical and operational, communicative, control and evaluation functions in professional activity. The analysis of modern distance learning tools showed their significant potential in updating the content, forms and methods of organizing the students’ professional training for the motor vehicle area of expertise. It has been revealed that the formation of professional competence of appointed specialists in the conditions of distance and mixed learning can be carried out in such forms of educational activity as academic, quasi-professional, educational-professional and extracurricular independent studies. The possibilities of electronic educational complexes, online lectures and frontal laboratory and practical classes, virtual and with augmented reality simulators, study SMART systems, electronic communicators, learning content management systems, open electronic educational resources, and MOOC in the formation of components of students’ professional competence have been described. It has been substantiated that the construction of distance learning interaction based on the principles of systematicity, interdisciplinarity, professional focus, interactivity, keeping a record of the regional characteristics, and gamification, as well as application of the regulations of competency-based, activity-oriented and personal-focused approaches will contribute to the training of future highly qualified motor vehicle profile specialists.

The problem of the professional foreign language training of the future geographers’ in the process of the professional future geographers’ training is considered. The role and the place of the professional foreign language training in the process of the professional future geographers’ training have been defined. This article deals with the соmpetence approach to the professional future geographers’ foreign language training. The ways of the realization this approach in the process of the professional future geographers’ foreign language training have been analysed.The definition of the concepts “competence”, “communicative competence”, “foreign language communicative competence”, “professional foreign language communicative competence” have been defined. The professional foreign language communicative competence as a main competence in the process of the professional future geographers’ training has been defined. The structure of the professional foreign language communicative competence (PFLCC) of the students majoring in geography has been formed and characterised in the article. A foreign language communicative competence in complex with general professional competence and special professional competence form the key components of PFLCC. The social, personal, general scientific, instrumental and professional competences belong to general groups of competences, forming PFLCC. Creativeness, ability to think in a system way, ability to study, understanding and knowledge of ethical norms of communicative behavior form social and personal competences. Knowledge of fundamental subjects reflect the level of general scientific competence formation. The ability to communicate, perceive and render information in a foreign language as well as in the mother tongue, research skills and computer literacy are the main components of instrumental competences. The necessity of the high level formation of the professional foreign language communicative competence for the future geographers’ successful work has been proved. The ways of increasing the effectiveness of the professional foreign language communicative competence formation in the process of the professional future geographers’ foreign language training has been justified.

Background. The necessity to introduce digital technologies in education and in the professional training of journalism students in particular has been widely discussed in the theory and practice of education over the past 20 years. From the point of view of both future research and training, it becomes very important to study the development of journalists’ professional competencies and professional identity in the online environment. Objective. To study the experience of distance learning by students in the faculty of journalism at Lomonosov Moscow State University during the period of restrictive measures in connection with the COVID-19 pandemic (Spring 2020). Design. A two-stage empirical project studied the opinions of students about distance learning, to identify its effectiveness for the formation of professional competencies and identity. In the first stage, a qualitative (investigative) study was conducted on a small sample using semi-formalized tools. In the second stage, a formal survey was conducted on a representative sample (N = 576). Results. We found that in order to achieve the social, educational, and cognitive presence necessary for effective online education, an important condition is the communication environment and stable communication among all participants: students, professors, and academic departments. However, the communicative environment of the traditional training process is not transferred to the online environment in its original form. With Internet technologies, it is difficult to provide a strong teaching presence, which is a catalyst for the development of social and cognitive presence and a key component of traditional professional training. In the online learning mode, students are overloaded with self-study and written assignments, and mastering the necessary professional knowledge, competencies, and skills becomes their own responsibility. Not all components of the traditional educational process (types and forms of classes, educational materials, etc.), remain effective when transferred to the online environment. Conclusion. The formation of professional competencies, as well as the social, cognitive, and behavioral components that determine the further development of professional identity, is difficult in distance education. Online learning cannot be regarded as a full-fledged alternative to the traditional higher professional education of journalists.

Reforming the system of educational institutions of the State Emergency Service of Ukraine in Ukraine is aimed at forming the professional competence of a new generation of future fire safety and civil defense specialists using innovative training technologies capable of effectively performing assigned tasks.
 Currently, the problem of forming the modern content of departmental education, implementing effective innovative learning technologies and creating a favorable environment for mastering the latest professional competence in the training of future fire safety and civil protection specialists is being actualized.
 The most important task of the educational system today is the formation of a new approach in which the following needs are expressed: active cognitive activity of those who are taught, partnership relations between teachers and those who are taught, an individual approach to learning - revealing the cognitive potential of an individual through the use of reserves laid down by nature.
 The problem of formation of professional competence of future specialists (from the standpoint of its continuity) in any field is in the field of view of many sciences.
 Of particular importance today is the development of the professional and pedagogical competence of the teachers of departmental educational institutions, which train future fire safety and civil defense specialists with the introduction of innovative learning technologies.
 A modern teacher of a departmental educational institution needs flexibility and non-standard thinking, the ability to adapt to rapid changes in life, the ability to creatively approach the organization of the educational process and achieve high work results. An important condition for intellectual and professional improvement is the mastery of motivational, technological, methodical, psychological-pedagogical, intellectual and communicative competences.
 Participation in master classes and professional trainings contribute to increasing the level of professional and pedagogical competence; updating the content of advanced training and internship; improvement of methodical competence in the inter-course period; participation in competitions of professional skills; mastering information and telecommunication technologies.
 The article, based on a theoretical study, scientifically substantiates the need for the formation of professional competence in the application of innovative learning technologies in the preparation of future fire safety and civil defense specialists using innovative learning technologies.

The professional competence of various specialists is the main resource for the optimal solution of crisis phenomena and problems of modern society, an important factor in its progressive development. Updating the attention of the modern pedagogical community to the formation of professional competence of the future specialist is, in our opinion, one of the main ways to improve the quality of education. The article updates the importance of training competent psychologists, due to the transformations of modern society, the modernization of the system of higher professional education. The work used methods of comparative analysis, synthesis and generalization of the content of domestic and foreign studies describing methodological approaches to the formation of professional competence in the higher education system. In the context of the search for new resources to solve this problem, the category of competence to create command and target motivation for new members of the professional group is distinguished and the peculiarities of its formation at the stage of training psychologists in the Western Military District are analyzed. In order to form the most holistic idea of the essence of competence to create command-targeted motivation for new members of the professional group, its structural and meaningful characteristics, as well as the laws of its development among students - future psychologists - fundamental methodological approaches to its study were systematized: competent, systemic, personality-oriented, acmeological, synergistic, activity, reflective, integrative, creative. Taking into account these approaches will contribute to the formation of competence among future psychologists to create command and target motivation for new members of the professional group, the development of the necessary knowledge, skills, professional and individual qualities and, as a result, the formation of a competitive specialist in the labor market.

The article presents a methodology for assessing the level of formation professional competencies in university digital environment. The proposed methodology includes principles that should be taken into account when assessing learning outcomes in the digital environment, a three-step approach to building the educational process using adaptive e-learning course (AELC), and a model for assessing the formation of professional competencies in AELC. The scientific novelty of the methodology is constructing a model that includes formalizing the structure of an adaptive e-learning course and means of assessing labor functions: knowledge, skills and labor actions according to the cognitive, praxiological and motivational/axiological components of competency. The formalization of the structure and evaluation tools of the adaptive e-learning course was carried out to assess the results of the formation of professional competencies. Formulas are proposed for assessing professional competency for individual modules of the discipline, for the discipline and for the educational program as a whole, implemented in digital environment. The results of testing the methodology for assessing the formation of professional competencies in teaching students of the direction of training “Information Systems and Technologies” in School of Space and Information Technologies of Siberian Federal University are presented. The approach allows us to minimize the subjectivity of the teacher in assessing student learning outcomes, and also allows for automated assessment of the level of formation professional competencies in the digital environment and, according to the new education standards (FSES 3++), provides sufficient objectivity in assessing formation level. In the future, the proposed method can be extended to estimate the level of formation of universal and general professional competencies of the curriculum and to become the universal tool to assess the level of training of the graduates.

The article deals with the problem of forming the professional competence of future specialists in economic specialties who receive education in professional economic colleges. The relevance of the current study lies in the fact that the dynamics of the traditional methodological approach in the educational process, given the global world trends, determines the priority of focusing on the competence approach and requires a detailed development of the content of the concept of competence of future specialists in economic specialties. The aim of the article is to determine the structure of future economists’ professional competence and the peculiarities of its formation in the educational space of professional economic colleges. The study used general research methods, such as generalization, comparison, systematization and abstraction, analysis, synthesis, and specification. Results. The structure of professional competence of future specialists in economic specialties, which combines professional and personal components, is substantiated. The vectors of improving the educational process aimed at forming information and digital, communication and intercultural competence in future specialists in economic specialties as an important component of their overall professionalism are allocated. The article establishes that the need to actualize the phenomenon of professional competence is due to the specific requirements for the professional qualities of an economist, characterized by the specific content and specific focus of professional activity. Conclusions. In the course of the study, it has been found that one of the promising areas of the educational process is the formation of future specialist’s personal qualities, including his/her digital literacy, logical thinking and international communication skills. It has been found that further research need determining and substantiating the psychological and pedagogical conditions for implementing the model of forming the economic specialties students’ professional competence in vocational education of higher education institutions. In addition, the basic principles of implementation and development of the educational process interdisciplinary integration are characterized. The development of an algorithm for the formation of foreign language professional communicative competence in future specialists of the field is seen as a promising direction of future research on the outlined topic.

The article deals with the problem of the formation of professional competence of the future engineers in the integration process of special disciplines into the agro-engineering sciences. There has been scientifically substantiated and experimentally verified the efficiency of methodology for the formation of professional competence of the future agro-engineers by integrating special disciplines, based on personal activity, competence, problem-integrative, contextual and system approaches. The psychological and pedagogical conditions for the implementation of the methodology in the process of studying agricultural mechanics, the theory of agricultural machines, machine use in the crop production and animal husbandry, etc. are determined and theoretically substantiated. The purpose of this article is the problem of the formation of sustainable professional competence of the future agricultural engineers in the integration process of natural and general technical disciplines into the special disciplines from the basic training profile. Based on the results of the research, a methodology was built, in which the effectiveness of the formation of professional competence of future agricultural engineers was scientifically substantiated and experimentally verified by integrating fundamental disciplines into special ones. There are determined and theoretically substantiated psychological and pedagogical conditions for the implementation of the developed models in the process of studying these disciplines. There is proved the efficiency of the developed logical models and their impact upon the components of professional competence, which is carried out by applying approaches to the assimilation of the scientific knowledge, the use of integrative learning technologies, as well as increasing the cognitive activity, motivating students to study special disciplines. The developed technologies for the formation of professional competence in the study of special disciplines in agro-engineering sciences can significantly increase the level of professional knowledge of the future engineer of agro-industrial production.

В настоящей статье представлены результаты исследования взаимосвязи личностных качеств и саморегуляции у студентов – будущих психологов при помощи методов психодиагностического тестирования. Исследование состояло из нескольких этапов: первый – проводился теоретический анализ и обобщение научной литературы, отечественных и зарубежных подходов к исследованию проблемы личностных качеств и саморегуляции у студентов – будущих психологов; второй – определялись и обосновывались методы и методики исследования особенностей саморегуляции и личностных качеств у студентов – будущих психологов, проводилось эмпирическое исследование взаимосвязи саморегуляции и личностных качеств студентов – будущих психологов. Полученные результаты исследования обрабатывались при помощи математико-статистических методов, по данным которых была проведена их интерпретация; третий – на основе результатов эмпирического исследования разрабатывались методические рекомендации по развитию уровня саморегуляции у студентов – будущих психологов, а также их личностных качеств (коммуникативных и интеллектуальных способностей, эмпатии, психологической гибкости и пластичности). Актуальность темы исследования обусловлена тем, что в процессе обучения в вузе наряду с профессиональными компетенциями развиваются и общие, частью которых является психическая саморегуляция, ее уровень сформированности в целом и компонентов структуры, в основе которых лежит прогнозирование, влияет на успешность выполнения учебной и профессиональной деятельности, способствуя самоактуализации в обществе. В нашем исследовании было выявлено, что саморегуляция и личностные качества у студентов – будущих психологов взаимосвязаны, так как обнаружено наличие 31 положительных и 16 отрицательных корреляционных взаимосвязей между показателями психодиагностических методик, измеряющих выраженность и проявление личностных качеств, а также стиля и уровня саморегуляции. Наибольшее количество прямо пропорциональных связей получено от показателя исследования саморегуляции – Планирование (6), обратно у показателя Гибкость (4). This article presents the results of a study of the relationship between personal qualities and self-regulation in students – future psychologists using psychodiagnostic testing methods. The research consisted of several stages: the first – a theoretical analysis and generalization of scientific literature, domestic and foreign approaches to the study of the problem of personal qualities and self-regulation among students – future psychologists; second – methods and techniques for studying the characteristics of self-regulation and personal qualities in students – future psychologists – were determined and justified; an empirical study was carried out on the relationship between self-regulation and personal qualities of students – future psychologists. The obtained research results were processed using mathematical and statistical methods, based on the data of which their interpretation was carried out; third – based on the results of the empirical study, methodological recommendations were developed for developing the level of self-regulation in students – future psychologists, as well as their personal qualities (communication and intellectual abilities, empathy, psychological flexibility and plasticity). The relevance of the research topic is due to the fact that in the process of studying at a university, along with professional competencies, general ones also develop, part of which is mental self-regulation, its level of formation in general and the components of the structure, which are based on forecasting, influence the success of educational and professional activities, promoting self-actualization in society. Our study revealed that self-regulation and personal qualities in students – future psychologists – are interconnected, since the presence of 31 positive and 16 negative correlations was found between indicators of psychodiagnostic techniques measuring the severity and manifestation of personal qualities, as well as the style and level of self-regulation. The largest number of directly proportional connections was obtained from the indicator of self-regulation research – Planning (6), back from the indicator Flexibility (4)

The issue of professional competence and innovative activity of teachers in higher education is of great relevance in the current stage. This significance arises primarily from the evolving perception of teachers as participants in the educational process. There is a growing perspective that teachers are not solely dominant in organizing the educational process but rather assume a role akin to that of administrators. Consequently, the question of professional competence and innovative activity becomes crucial, as the changing perception of the teacher's role also alters the understanding of the specific qualities required to effectively engage with students. This study aims to elucidate the constituents of professional competence and innovative professional activity within the context of higher education teachers. The object of this research encompasses the components inherent in the professional activity of teachers within higher educational institutions. study employed various research methods, including description, analysis and synthesis, comparison, and generalization. This study investigates the essence of the concept of "competence" and juxtaposes its meaning with that of "professional competence." The elucidation of the essential nature of professional competence for teachers is conducted. Furthermore, the research comprehensively analyzes the structural segmentation of a teacher's professional competence into distinct parts, describes the categorization of competence into groups, and provides a summary of existing classifications on the components of a teacher's professional competence. Simultaneously, this study examines the concept of "innovative professional activity of teachers in higher education institutions." To achieve this, the phenomenon is expounded upon through a comprehensive set of interconnected components that unveil the foundation of innovation in fulfilling the teacher's assigned functions and responsibilities. Moreover, the origins of a teacher's creativity and the requisite conditions for its manifestation are also identified. Within this study, the type of a teacher's activity is determined based on its specific orientation. This categorization enables the identification of essential competencies necessary for the successful execution of each respective activity. Moreover, the significance of individual components in facilitating a teacher's professional engagement is indicated. Additionally, a scheme has been constructed to illustrate the progression of creative thinking development among teachers. This scheme portrays the sequential stages involved in the formation of creative thinking. Consequently, it can be inferred that a teacher's creative thinking evolves in logical conjunction with other components, thereby facilitating the cultivation of their innovative domain. The abstract describes the main results of the research and defines the sequence of consideration of the basic issues of the work. Methods such as description, analysis and synthesis, comparison, and generalization became the methodological basis of the research. They were applied to determine the main aspects of the work and were used to formulate and implement the tasks of the article. At the same time, according to the conducted research, competence is a set of qualities that are characteristic of a teacher and help him to carry out his work. In particular, it is determined that the competencies of a teacher of a higher education institution are Motivational; Activity; Cognitive; Emotional; Volitional, Their combination allows the teacher to carry out his activities effectively and with benefit for pupils. At the same time, it was established that competence is special and general. It was determined that the steps of professional competence formation are the following stages: Stage 1 - imitation and copying; Stage 2 - creative imitation; Stage 3 - imitative creativity; Stage 4 - genuine creativity. Each stage involves the teacher's use of the knowledge acquired at the previous stage and their correct application. Therefore, it was established that the formation of professional competence is a long-term process that requires considerable knowledge and effort. The teacher must have experience of behavior in various situations and know the psychology of students in order to make timely decisions. At the same time, it was established that it is important to have a harmonious combination of different qualities, which allows you to correctly assess the situation and present yourself as a professional and at the same time as a person who can teach moral qualities to others.

The article is devoted to the analysis of the problems of forming professional competence as a condition for the success of future competitive, highly qualified, professionally mobile, motivated future professionals of the “people-to-people” type through the implementation, the analysis of the introduction of a competency-based approach into the higher education system, the state of updating the content, methodology and the learning environment itself. Attention is drawn to a number of directions and tasks of implementing this process. The authors consider communicative, organizational, general cultural, value-semantic, educational-cognitive, personal improvement competencies, social-labor, informational competencies as components of professional competence that must be formed in future psychologists as a condition for their successful activity.

ОСОБЛИВОСТІ ФОРМУВАННЯ СОЦІАЛЬНО-ЕКОНОМІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ПЕНІТЕНЦІАРНОЇ СЛУЖБИ УКРАЇНИ

The article deals with the actual problem of determining the pedagogical conditions that ensure the formation of graphic competence in the future specialists in the field of electronics and telecommunications by means of digital technologies and other professional qualities necessary for the implementation of successful professional activities in the modern digital world. To determine the pedagogical conditions for the formation of future specialists in the field of electronics and telecommunications graphic competence by means of digital technologies, the method of survey and independent expert evaluations was used. Of the 11 pedagogical conditions proposed for expert evaluation, four were selected that have a high and very high degree of agreement of the experts' opinions. Therefore, we believe that the following pedagogical conditions will have a positive impact on the formation of graphic competence of future specialists in the field of electronics and telecommunications using digital technologies: creating conditions for the development of cognitive interest and providing motivation to carry out professional activities of future specialists in the field of electronics and telecommunications; willingness of scientific and pedagogical workers to promote the development of graphic competence of applicants; gradual development of graphic competence as an integral component of the applicant's professional competence; the use of innovative pedagogical technologies in order to activate the educational and cognitive activities of the applicants. The use of innovative pedagogical technologies in order to activate the educational and cognitive activities of future specialists in the field of electronics and telecommunications in order to form their graphic competence by means of digital technologies has a number of advantages, in particular: improving the quality of education, developing creative abilities and independence of students, increasing motivation to study, etc. Among the promising methods for forming the graphic competence of future specialists in the field of electronics and telecommunications using digital technologies are the following: interactive technologies that allow students to actively interact with each other in the process of mastering educational material, in particular, the brainstorming method, the project method, etc.; game technologies, among which we see promising didactic games, scenario games, simulation games, etc.; distance learning technologies as a means of improving graphic skills and abilities; problem-based learning technologies that allow students to develop critical thinking, creative abilities, and practical skills.