Component Of Professional Training Research Articles

PROBLEMATIC ASPECTS OF HEALTH-PRESERVING COMPETENCE DEVELOPMENT IN PRESCHOOL TEACHERS

The article substantiates the problem of health-preserving competence development in teachers of preschool education: as an important task of the modern world, as a priority personal characteristic, as a component of professional training. The essence of the phenomenon of “health-preserving competence” is revealed, the following structural components are distinguished: emotional and motivational, cognitive and activity-centered. The goal of the research is to determine the conceptual foundations of the development of health-preserving competence in teachers of preschool education; data collection and processing of information to clarify problematic aspects of the phenomenon being under consideration. In the course of empirical research, the authors used the method of anonymous thematic survey (questionnaire) and its analysis. The research group consisted of: students of the 4th year of dual mode of study (who work on specialty) – 38 participants (group A); students of the 4th year of part-time mode of study who work on specialty (in preschool educational institutions) – 45 participants (group B) and students of advanced training courses – 53 participants (group C). The total number is 136 respondents. The conducted research proved that the respondents are aware of the main categories of health; are motivated and aware of the importance of health-preserving behavior, but are not sufficiently aware of modern health-preserving technologies. Therefore, the activity-centered component requires to be strengthened for the development of health-preserving competence in teachers of preschool educational institutions. Prospects for further scientific work will consist in the implementation to the system of higher education and advanced training courses for preschool teachers of the elective course “Formation of health-preserving competence in the subjects of the educational process” and determining the effectiveness of its implementation.

EXPERIENCE IN THE ORGANIZATION OF THE EDUCATIONAL PROCESS IN THE MEDICAL UNIVERSITY DURING THE WAR IN UKRAINE

The article summarizes the students' learning experience, which was developed by the efforts of the entire staff of the medical university during the war. The high-quality educational activity involves the organization of a continuous educational process under the condition of complete safety of all participants of this process, which can be ensured by using synchronous and asynchronous educational modes. A necessary component of professional training is the acquisition of practical skills and communication skills of students, which was carried out in the project "Summer school for consolidation of practical skills". As part of the cooperation between universities in the implementation of the principle of academic mobility of students, students from other higher education institutions participated in the project.

Фахова компетентність інструкторів фізичної підготовки і спорту органів внутрішніх справ

The existing model of professional training of police officers in Ukraine by many criteria does not meet the growing needs of society and generally accepted international democratic standards in this area. In these conditions, there is a growing need to reform the education system of future police officers in the Free Economic Zone of Ukraine. The purpose of the study was to clarify the components of the professional competence of instructors in physical training and sports of law enforcement agencies. Materials and methods. Theoretical analysis and generalization of data of special scientific and methodical literature were used in the work, monitoring of information resources of the Internet was carried out. It is established that the current problems that need to be addressed are the lack of a system of centralized training of instructors in physical training and sports, imperfection of the system of implementation of scientific developments in the field of physical culture and sports in practical service and combat activities and failure to take into account the initial level of training of cadets. Results and discussion. The analysis of experience of armies of the leading countries of the world shows that one of characteristic aspects in the organization of preparation of experts in physical training and sports is a combination in performance of tasks of physical training and mass sports. As part of the centralized training of personnel, the practice of using simulation centers and the Joint Conflict and Tactical Simulation software is widespread at the training courses for personnel of brigade headquarters (battalions). Promising areas for improving the professional training of instructors of physical training and sports are the use of distance, simulated learning, interactive, situational, game and project methods. Conclusion. Education of physical training and sports instructors requires a comprehensive approach and is carried out by a rational combination of basic types of training. It is established that the components of professional training of instructors of physical training and sports in military institutions are communicative, methodical, organizational-managerial and leadership competencies. The key issues of professional competence of instructors of physical training and sports are organizational and managerial skills. Organizational and managerial competence involves the formation of information-analytical, organizational, control and diagnostic skills. Important functions of heads of departments, instructors of physical training and sports are planning, definition of the purposes, coordination and the logical organization of professional activity of subordinates

PECULIARITIES OF TRAINING OF FUTURE TEACHERS OF PEDAGOGY FOR TEACHING THE COURSE «DIDACTICS»

An important condition for reforming pedagogical education is the training of highly qualified teachers of higher education institutions who are able to implement program objectives and implement the requirements of professional, industry standards and educational programs in the educational process of pedagogical education institutions. Article’s purpose is to generalize the features of training future teachers of pedagogy to teach the course «Didactics» in the system of professional education of future primary school teachers. Methods applied: the method of theoretical analysis of normative educational documents and educational-methodical literature on methods of teaching pedagogy in institutions of higher pedagogical education; methods of generalization, systematization for formulating the conclusions of scientific research. Most educational programs for the training of specialists at the second (master's) level in pedagogical specialties provide for the assignment of the qualification «teacher of pedagogy», which requires his thorough theoretical and methodological and practical preparation for teaching pedagogical disciplines. Therefore, it is important in this context determination of methods of teaching the section of pedagogy «Didactics», which includes acquaintance of future teachers of pedagogy with the main goals and objectives of the course, its structure, features of the work program on the discipline, a list of sections and topics recommended for future primary school teachers; mastering the most rational forms and methods of organizing classroom (lectures, seminars, micro-teaching, modeling of pedagogical situations, etc.) and extracurricular (pedagogical observation of the real pedagogical process in primary school, acquaintance with pedagogical and methodological literature, study of advanced pedagogical experience, etc.) work of students, features of diagnostics of results of educational achievements from a course «Didactics». Preparation for teaching «Didactics» is an important component of professional training of future teachers of pedagogy in higher pedagogical education, which provides targeted, systematic and comprehensive mastery of knowledge of didactics and methods of its teaching in higher education and training the teacher's personality with a high level of scientific knowledge. organization of the process of knowledge transfer to applicants for institutions of higher pedagogical education.

Practice-Oriented Approach in the System of Professional Training of Future Teachers to Social-Pedagogical Activity

The article highlights theoretical aspects of the socio-pedagogical direction of pedagogical practice of future primary school teachers.The tasks of pedagogical practice as a mandatory component of professional training of future specialists are outlined. The necessity of involvement employers in cooperation with higher education institutions to ensure a high level of continuous practical training, creating conditions for professional development and self-realization of future teachers are substantiated. Great emphasis is placed on the need for creative use of theoretical knowledge and practical skills working with students, modern teaching technologies, students’ educational and social development, as well as systematic professional self-improvement and self-development. It was proved that in the process of teacher training system pedagogical practice performs a number of important functions: educational, developmental, diagnostic and corrective, communicative, organizational (management), prognostic, preventive, etc. The approximate content of this student practice in general educational institutions is given taking into account such directions, as: work with deviant and gifted pupils, inclusive education, sociocultural animation, etc. The results of an empirical study on the readiness of graduates of pedagogical specialties for the practical use of social and educational technologies in school are presented. The difficulties most often faced by respondents in working with students were identified, including: work with different categories of parents, individual counseling of students, resolution of pedagogical conflicts, implementation of diagnostic activities and socio-pedagogical communication, etc. The author proved that combination of theoretical and practical teacher training, integration of teaching with research and experimental work would contribute to the practical orientation of the educational process at the university, active search and implementation of non-traditional forms and methods of teaching, in particular in socio-pedagogical aspects.
 The article partially uses the materials of the author's dissertation “Theoretical and methodological principles of professional training of future primary school teachers for socio-pedagogical activities” (2015) for the degree of Doctor of Pedagogical Sciences.

Special Aspects of Professional Activity of Motor Transport Profile Teaching Engineers

The article characterizes the special features of the motor transport profile teaching engineers’ professional activity in vocational institutions (teacher of vocational training, master of vocational training), higher education institutions (engineering teacher) and in manufacturing. 
 The purpose is to clarify the special aspects of motor transport profile teaching engineers’ professional training in higher education institutions of Ukraine.
 The following research methods are used observation, description through individual interviews, expert evaluation method and questionnaire.
 The results are the following. It is stated that engineering and pedagogical education involves the rational integration of psychological, pedagogical and engineering components of professional training. It is noted that the professional training of teaching engineers is aimed at the formation their professional engineering and professional pedagogical competencies. This integrated training includes two equivalent integrated components: engineering (technical and technological, manufacturing, special, industrial branch) and pedagogical (humanitarian and social).
 It is stated that successful professional activity of a teaching engineer of motor transport profile is connected with professional training in institutions of higher education and the content and organization of their self-education in the process of professional development. To ensure proper training of a teaching engineer for successful activities, it is necessary to keep a continuous connection between the engineering and technical awareness and pedagogical activities. 
 Modern professional activity of a teaching engineer is characterized by their innovative activities, the specifics of them is caused by the peculiarities of professional-pedagogical education and conditions of engineering-pedagogical activities, which provide generation and transformation of new ideas into innovations and form the management system. The innovative activity of teaching engineer is the basis of creative approach to professional responsibilities.
 It is concluded that a teaching engineer of motor transport profile is a teacher with higher pedagogical and technical education, who performs educational-methodical, engineering-technical, scientific-innovative, communicative-psychological, organizational, managerial and legal activities.

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ

The article reveals the features of professional training future specialists in preschool education in university education. Different approaches to professional training of future teachers of preschool education, aspects of their development of professional and personal qualities are highlighted. The analysis of state documents is carried out, the purpose, tasks and the maintenance of professional training are defined, the list of competences of the graduate of higher educational institution is given. The purpose of professional training is defined as the acquisition of systematized knowledge, skills, abilities, personal professional qualities necessary for future professional activity. The key concepts of "professional training", "professional competence" are described, the components of professional training are highlighted. Vocational training is a system of organizational and pedagogical measures that ensure the formation of a person’s professional orientation, system of knowledge, skills, abilities and professional readiness. Professional competence is the teacher’s ability to solveprofessional problems on the basis of professional knowledge and skills that integrate with the development of personal professionally significant qualities.The basic principles of organization of the process of professional preparation of future specialists of preschool education are theoretically substantiated. The principle of integrativeness, which provides quality teacher preparation and is the basis for improving the content of education, is revealed in detail. The stages of professional pre parathion future specialists are singled out: formation of basic general competencies; professionally specialized competencies; specializedprofessional and pedagogical competencies; practice-oriented and research competencies. The essence of the competency approach is revealed, which guarantees a high level of preparation of a competitive specialist. Educational technologies in training of the future specialist in preschool education are allocated.

Trends of Modernization of professional training in the system of special education

The conceptual foundations of the theory and practice of the professional formation of the personality in the system of special education are substantiated. The essence of the given training is considered in various ways, on the basis of which its qualitative and classification characteristics, levels and systemic and structural components are determined; the content, organizational and pedagogical conditions and criteria for assessing the levels of formation of these components aredefined.The following components of professional training are defined: professional and motivational, cognitive and competence, operational and active, productive and reflexive. It is indicated that the given structural components are interrelated, interdependent and complementary to each other. Theoretical paradigm is scientifically substantiated, the structural-functional, organizational-didactic model of the system of professional training in the field of special education is developed and tested and the dynamics of the formation of its components according to the results of the implementation of this system is highlighted. Particular attention is paid to finding and developing of the optimal set of methods of its providing, developing programs and definition of developed program’s efficiency. The practical results of scientists’ work in defining spheres are analyzed. The results of the experimental study of the components of the professional readiness to work on a specialty are highlighted. The prospects for further research in the context of improving professional training in the field of special education are outlined.

Psychological and Pedagogical Potential of Improving the Quality Management System of Higher Education

The unification of the quality management components in the educational organization was implemented on the basis of the acceptance of graduates' readiness for professional activity as the goal and the system-forming factor of the vocational training quality management system. As a result of psychological and pedagogical support of the process of formation of graduates' readiness for further professional activity, the quality management system is able to provide an interrelated impact on all components of professional training by adequately regulating the diverse relationships between different substructures of the educational organization of higher education.

От музыкознания к культурологическому направлению педагогики музыкального образования: исследовательский самоанализ

The article describes the role of the scientific school by E. B. Abdullin in the formation and gradual development of the author’s research positions in the field of pedagogy of higher school music education. The first stage is characterized by considering problem of forming the artistic culture of future music teachers in a pedagogical University.The research embodied in his doctoral thesis, developed under the influence of the vectors of musicological and pedagogical thought. In includes analyses of the interaction of music with other art forms as manifestations of the General laws of artistic activity of man, revealed in the phenomenon of artistic culture. Pedagogical interpretation of artistic culture allowed us to consider this category: a) as an integral component of the content of music and pedagogical education; b) as a professionally significant quality of the music teacher’s personality. The concept changed the status of historical and theoretical training of future teachers-musicians, which received the working title “pedagogical musicology”. The content of pedagogical musicology was determined by a culturological approach to the learning process, designed to solve practical problems of mastering music in synchronic and diachronic interaction with other types of arts.The second stage is to expand the cultural component of professional training of music teacher, becoming a cultural orientation that integrates musicology, cultural studies and the pedagogy of music education on the basis of higher spiritual principles of music as an art form. The cultural direction allows developing new scientific approaches in the content of master’s educational programs in line with the methodological concept by E. B. Abdullin.

Improving the efficiency of planning training hours for cadets’ weapon practice

Cadets’ weapons practice is one of the important components of professional training. Its success is in the training hours’ distribution and mastering the main tasks at the early stages of military training. The correct distribution of weapon practice means and methods is very important. Planning of all weapon practice means begins with the definition of conditions and logistics. It is important to implement the principles of sports training. The implementation of the sports training basic principles during the school year allows expanding the cadets ’ body adaptation mechanisms to daily physical and mental stress. The development of innovative technologies for planning hours and the implementation of weapon practice tools allows to optimize and improve the effectiveness of cadets’ military training from the first year. Methodological aspects of planning and calculating hours by types of cadets’ weapon practice are presented, taking into account the tasks and direction of the training tools implementation. Difficulties are analyzed and ways to eliminate them in the process of improving the cadets weapon practice are found. The key tasks in the structure of weapon practice and the direction of their implementation are defined. The author’s version of cadets’ weapon practice planning allows to control and adjust both physical and mental loads.

Development of the all-Russian identity as a component of professional training of future teachers and psychologists of education

Development of the all-Russian identity as a component of professional training of future teachers and psychologists of education

Auto-psychological competence of future teacher as a component of professional training and development

This article discusses auto-psychological competence as a system of characteristics that provide a high level of professional competence. Determination of the auto-psychological competence is connected with the fact that a person involved in professional activities should know his / her individual characteristics, abilities and inclinations and use them as means of realizing this activity. In addition, the auto-psychological competence acts as a factor contributing to the professional development of a person, where decisive importance is acquired to: need for self-organization in professional activities, independence and self-responsibility of the future teacher.
 The auto-psychological competence as a component of professional competence contributes to the conscious perception of the future teacher of their activities and, accordingly, allows them to manage the processes of self-development and self-education in professional activities, as well as provides a concentration of individual experience for solving professional problems.

FEATURES OF FORMING THE LEGAL COMPETENCE IN MASTERS OF ACCOUNTING AND TAXATION

Abstract. Significant socio-economic changes in our country, in connection with the processes of integration with the EU, caused the urgency of the problem of formation of legal competence of masters in accounting and taxation, whose professional activity requires legislative approaches to the analysis and decision-making in socio-political and professional activities, education of social and professional mobility. The purpose of the study is to substantiate the choice of pedagogical conditions for the formation of the legal competence of masters in accounting and taxation in the process of continuing education. Methods of research: analysis (activity of masters in accounting and taxation, as a component of professional training of a specialist); modeling (professional training and activities for the formation of legal competence); generalization (in the process of structuring the contents of the training on the formation of legal competence; the formulation of conclusions); observation (in the work of future masters in the process of formation of legal competence); a survey (conducted in the course of performing professional tasks of varying degrees of complexity, requiring the use of skills to find non-standard solutions, generate original ideas for the provision of economic activity of the enterprise, using available legal information). The article describes and analyzes pedagogical conditions of development of legal competence of bachelors on accounting and taxation. The author's technique is offered and the model of development of legal competence of these specialists is developed. Taking into account the requirements of the personally oriented methodological approach, the process of formation of legal competence for each student-master of accounting and taxation was specified with the help of an individual educational plan.

Организация самостоятельной работы студентов в условиях компетентностного обучения

The article reveals the essence of the competence approach to the organization of independent work of students at the University. The implementation of this model leads to an increase in the role and optimization of independent work as a leading component of professional training of the future specialist. The main directions of design and realization of independent work are allocated. The basic forms of the organization of independent activity of students are presented.

Formation of entrepreneurial skills as a component of professional training of future teachers

In the article, the authors put forward the idea that the formation of entrepreneurial skills is a conscious need for which a new philosophy of professional pedagogical education is being built. Considering the socio-cultural activities as a factor in the development of university traditions, the authors propose to use it in teaching future teachers. Examples of such traditions, their types, and forms are given, and their influence on the formation of a student’s professional characteristics is also considered. Startup becomes a new socio-cultural tradition in higher education. Identified and described features of the organization. Conclusions are drawn regarding the role of the teacher in shaping the entrepreneurial thinking of future teachers.

La educación ambiental con enfoque integrador. Una experiencia en la formación inicial de profesores de matemática y física

En el presente trabajo se profundiza en el enfoque integrador del proceso de educación ambiental en la formación inicial del profesorado de matemática y física de la Universidad de Pinar del Río “Hermanos Saíz Montes de Oca”, dadas las insuficiencias que en el orden cognitivo, procedimental y actitudinal presentan las personas graduadas de esta carrera para enfrentar las exigencias que plantea la escuela. Dicho enfoque es concebido desde todos los componentes de la formación profesional (académico, laboral, investigativo y extensionista) y se concreta en cada año académico a partir de proyectos integradores. Con este fin se utilizaron métodos del nivel teórico del conocimiento, del nivel empírico y matemático-estadísticos. La validez práctica de la propuesta fue evaluada a partir de su introducción en el primer año de la carrera a través de un pre-experimento donde participaron 22 estudiantes y 11 docentes. Las técnicas usadas para la recolección de la información fueron la encuesta, la entrevista y la prueba pedagógica. Los resultados obtenidos muestran la efectividad de la propuesta, ya que su empleo permitió transformar el accionar del profesorado y estudiantes en el año académico y fue posible la apropiación integrada de los contenidos medioambientales. Esta experiencia es generalizable a otros años y carreras universitarias, para ello se recomienda partir de los problemas profesionales relacionados con la educación ambiental que deben resolver las futuras generaciones graduadas, de acuerdo con su perfil, y garantizar la preparación metodológica previa del profesorado de las diferentes asignaturas para el trabajo interdisciplinar y cooperativo con proyectos de año.

PSYCOLINGUISTIC PECULIARITIES OF ENGLISH-LANGUAGE PROFESSIONALLY ORIENTED READING COMPETENCE OF FUTURE RELIGIOUS SCHOLARS

The special training of a specialist who can successfully solve professional tasks, is ready to perform professional functions in the Ukrainian-language environment as well as in foreign-language environment is important. Foreign language learning has become an integral and important component of professional training. The topicality of the problem of English reading competence formation is determined by the need of its research in the context of the competence approach: it is necessary to determine the structure of English-language reading competence, to specify the objectives of its formation among future religious scholars, to define the stages of formation of English reading competence. The purpuse of the article is to characterize the psycholinguistic peculiarities of English-language professionally oriented reading competence of future religious scholars. Mastering the scientific knowledge about religion is a necessary condition for the growth of culture and education of a specialist of any profile. The growing amount of professionally directed foreign-language information puts future religious scholars in front of the need to work out a large volume of professional information. Reading as a receptive speech process requires students’ active mental activity to obtain the necessary information from the text. Reading texts perform a number of educational functions, among which the function of knowledge enrichment, the function of training, the function of the oral speech development and the function of the notional perception text development. Professionally oriented reading is an effective method of obtaining additional knowledge concerning the chosen profession. One of the main grounds for the effectiveness of the learning process of professionally oriented reading is the implementation of an individual approach to students. Future religious scholars must have competence in the areas of professional and situational communication, and the process of formation of professionally oriented competence of the future religious scholars is defined as the development of activity of foreign language competence not only in everyday, general business, but also in professional situations. A rationally built system of teaching reading a foreign language helps to solve practical, educational and developmental tasks.

PERSONAL-ACTIVITY APPROACH IN THE TRAINING OF FUTURE TEACHERS OF PHYSICS ON DIDACTIC MANAGEMENT

Person-activity approach in modern scientific researches in pedagogy is considered as methodological one. The urgency of the problem is based on the need to select the content of the system of didactic management activity and personalily components. In the process of achieving the goals and objectives of didactic management, the activity component is provided by a set of actions and methods aimed at creating of methodological system for controlling the teaching of physics at schools. The personal approach actualises the problem of a personality traits of a teacher-manager, and optimises the creation of conditions for their development. The purpose of the study is to reveal the essence of person-activity approach in the training of a teacher of physics on didactic management. Methods of research used: analysis (of activities of future teachers of physics on didactic management as a component of professional training); modelling (professional training and didactic management activities); generalisation (in the process of structuring of the content of training on didactic management; formulation of conclusions); observation (of the work of students on the stages of establishment of a management system for teaching physics); survey (conducted in the process of finding out of understanding of the nature of tasks and determining of their complexity for students). Person-activity approach is a productive way in understanding the mechanisms of forming of a future teacher of competence on didactic management. This approach is realised by providing conditions for the development of professional and personal qualities of a teacher-manager (external − creating of context-based educational environment, internal − a task for reflection, creative thinking using isolated situations of interaction).

ACTUALIZATION OF THE AKMEOLOGICAL COMPONENT OF THE PROFESSIONAL TRAINING OF THE FUTURE TEACHERS OF PHILOLOGICAL SPECIALTIES

The article is dedicated to the problem of professional formation of the future teachers of philological specialties taking into consediration the acmeological component of professional training. The key points in the developing of the concept of professional development are acmeological notions about the essence of the next categories: professional, individual professional competence and personally-professional development and the analysis of the process of professional development from the standpoint of the principle of activity and subjectivity. Theoretical and methodological analysis of the possibilities of applying acmeological knowledge and approaches to solving the problem of professional formation provided the development of the acmeological concept of professional formation, which generalizes the contents of the ways and methods of personal development. The distinction is made between the professional skills and the skills that play the role of the main regulatory component of the professional subsystem, which materializes the professional knowledge, being the constituant of the professional competence. In professional and pedagogical activity a personal component is also singled out, which in the broad sense contains the requirements for the level of development of various characteristics and traits of the individual, that determine the high efficiency of professional activity. The personality’s professionalism depends on the level of the development of professionally important qualities of the individual, that is, such traits that influence the individual’s activity. Reflection is one of the factors that contribute to successful professional development. It is regarded to be an essential characteristic of human consciousness, the principle of disclosure of the contents of psycho-pedagogical and social phenomena. The goal of the article is to substantiate theoretically the expediency of the application of the acmeological approach in the process of professional training of the future teachers of philological specialties aimed at the development of their professional competence and professional formation.