Conditions Of Professional Activity Research Articles

ПРОБЛЕМА ОЦІНКИ РІВНІВ ГОТОВНОСТІ МАЙБУТНІХ МАГІСТРІВ ПСИХОЛОГІЇ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ В УМОВАХ НЕФОРМАЛЬНОЇ ОСВІТИ

The article deals with the author's approaches to the estimation of the readiness of future psychology Masters for professional activity in conditions of informal education. It is shown that the concept of "level" should be interpreted as the degree of achievement by a future psychology Master of certain results of preparation for professional activity in conditions of informal education, which correlate with the author's vision of such preparation results. Considering the national traditions for the separation of preparation levels and according to the essence of the phenomenon under study, three levels of psychology Masters’ readiness for professional activity in the conditions of informal education are determined: critical (low), sufficient (secondary) and optimal (high). The qualitative characteristics of the degrees of manifestation of cognitive, operative, and axiological criteria for each structural component of the readiness are presented. The levels of psychology Master’s readiness for professional activity in informal education are characterized. The optimum level of Master’s readiness in terms of the pedagogical structural component is characterized by full awareness of himself as a teacher of informal education, a person who has psychological and pedagogical knowledge and skills related to the peculiarities of professional activity in conditions of informal education. The optimum level of Master’s readiness in terms of the entrepreneurial structural component is characterized by the presence of operational knowledge of the legal framework of informal education, full understanding of its prospects, social and economic opportunities. Master's ability to present himself is fully formed, and the ability to act in uncertainty, take financial decisions, develop, plan and manage educational business projects of informal education is fully formed. The optimum level of Master’s readiness in terms of the technological structural component is characterized by knowledge of electronic educational resources, Internet services, web-technologies, etc. The optimum level of Master’s readiness in terms of the leadership structural component is characterized by high ability to influence other people and properly formed skills to convince them. Key words: professional training, masters in psychology, informal education, readiness, assessment, level

ПСИХОЛОГІЧНІ УСТАНОВКИ, КОМПЕТЕНЦІЇ ТА ОСОБИСТІ ЯКОСТІ ВИКЛАДАЧА ЯК ФАКТОР РОЗВИТКУ МАТЕМАТИЧНОЇ ОБДАРОВАНОСТІ УЧНЯ


 
 
 The article deals with the problem of the role of professional competences, personal characteristics and psychological attitudes of the subject-teacher in the development of mathematical giftedness of students. The substantiation of the competence model of a teacher working with mathematically gifted children is presented. The urgency of the problem of formation of necessary competences for work with mathematically gifted students is substantiated. The three-level model of teacher's professional competence is considered as a set of key professional (reflecting the specificity of a certain professional activity, in our case - pedagogical) and special (reflecting the specificity of working in different conditions of professional activity with talented children) competencies.Within the competency model, the components of the cognitive, behavioral, and value components are examined. The role of the psychological ettitudes of the teacher in the motivational component of the educational process is substantiated. A number of problems of professional and personal development of teachers in the organization of teaching of mathematically gifted students have been identified. Recommendations are given for the construction of a postgraduate teacher education program aimed at the discovery and psychological and pedagogical support of mathematical talent.
 
 

РИЗИК-ОРІЄНТОВАНИЙ ПІДХІД ДО ВИЗНАЧЕННЯ УМОВ ПРАЦІ ОКРЕМИХ КАТЕГОРІЙ ПРАЦІВНИКІВ ТРАНСПОРТНОЇ ГАЛУЗІ

В даній статті розглянуті питання щодо аналізу принципів, методів і критеріїв оцінки ризику. Дано визначення поняттю професійного ризику, як нанесення шкоди здоров'ю людини умовами професійної діяльності. Встановлено, що основним напрямком підвищення безпеки умов праці є системний підхід, заснований на аналізі та оцінці ризиків, обумовлених специфікою процесів у транспортній галузі. Виявлено об'єктивні закономірності виникнення небезпек у професійній діяльності працівників залізничного транспорту. Сучасна тенденція глобалізації світової економіки та регіональної інтеграції підвищила необхідність у співпраці між різними країнами, оскільки об'єктивно існують спільні цілі і підходи в сфері промислової безпеки та гігієни праці, необхідність взаємодії між професійною безпекою і змінами в навколишньому середовищі, а також між гігієною і продуктивністю праці. Метою такої системної політики є попередження нещасних випадків і професійних захворювань працівників в результаті виникнення небезпечних ситуацій і аварій на транспорті. Отримано єдиний підхід до розрахунку виробничого ризику в залежності від параметрів робочої зони з урахуванням часу перебування працюючих у зоні дії небезпечних факторів, який не потребує введення множини шкал для характеристики якості середовища. На основі алгоритму перетворення параметрів середовища в показник виробничого ризику був проведений аналіз карт умов праці за результатами атестації робочих місць регіональної філії «Південна залізниця» ПАТ «Українська залізниця». Отримані показники інтегрального ризику свідчать про суб`єктивність оцінки фактичних умов та характеру праці згідно існуючого законодавства. Виявлено протиріччя українського законодавства світовим нормам щодо охорони здоров`я та безпеки праці для створення контрольованих умов, які мінімізують можливі наслідки шкідливих та небезпечних факторів виробничого середовища та трудового процесу. Запропоновано метод визначення рівня небезпеки для працівників у робочій зоні за умов сумісної дії шкідливих факторів різних класів, який передбачає, що отримані на основі ризик-орієнтованого підходу залежності можна застосовувати для атестації робочих місць, при визначенні пріоритету щодо заходів з охорони праці з урахуванням рівня виробничого і професійного ризиків

СОЦІАЛЬНО-ПСИХОЛОГІЧНІ АСПЕКТИ ЗАБЕЗПЕЧЕННЯ ПРОФЕСІЙНОЇ РЕАДАПТАЦІЇ ОСОБИСТОСТІ

Мета статті – визначити соціально-психологічні особливості професійної реадаптації особистості в сучасному соціумі (на прикладі безробітних, що належать до внутрішньо переміщених осіб). Методи. У дослідженні використано комплекс емпіричних (спостереження, анкетування, інтерв’ювання, бесіди. метод експертних оцінок, вивчення документації громадських і волонтерських організацій) і теоретичних (аналіз наукових публікацій, програм підтримки внутрішньо переміщених осіб, порівняння отриманих даних і наукових поглядів, узагальнення й систематизація результатів) методів. Результати. З’ясовано, що безробітні, що належать до категорії внутрішньо переміщених осіб, переживають низку кризових станів, зумовлених зовнішніми і внутрішніми чинниками, відчувають труднощі під час адаптації до нових соціально-економічних умов, їм притаманна пасивно-очікувальна позиція. Обґрунтовано необхідність надання внутрішньо переміщеним особам психотерапевтичної допомоги та професійних консультацій фахівців-психологів для подолання кризових життєвих ситуацій. Визначено, що професійна реадаптація є показником успішності державної кадрової політики, а відповідно, і каталізатором процесів відбору, підготовки, перепідготовки і працевлаштування кадрів. Виявлено, що на психологічну підтримку внутрішньо переміщених осіб спрямовано низку державних, регіональних і обласних програм, а також соціально-психологічних досліджень. Зазначена проблема перебувала в центрі уваги низки волонтерських організацій, діяльність яких характеризувалася відсутністю комплексного системного підходу й браком компетентних фахівців. Висновки. Професійна реадаптація – це поступове пристосування особистості, що вже має досвід професійної діяльності, до її нових умов, при якому відбувається перебудова потребово-мотиваційної сфери особистості. Показником ефективної професійної реадаптації є гармонійні відносини між адаптаційним потенціалом особистості й новими умовами професійної діяльності. Доведено ефективність таких форм і методів психологічної підтримки, як спеціальні тренінги, ігрові технології, метою яких є подолання депресивних станів особистості, посилення її впевненості в собі, стимулювання особистісного і професійного розвитку.

Subjective assessment of the working conditions of teachers, administrative staff and students at Russian State Social University

The relevance of the work lies in the relationship between the concepts of satisfaction with the conditions of professional activity and the subjective assessment of the working conditions of teachers, administration and teaching at the Russian State Social University (RSSU). Further behavior, mood, motivation for effective work or study depend on satisfaction with the conditions of professional activity and place of work or study. This assessment may suggest a negative flow of impressions, which could have a detrimental effect on the image of the RSSU.

PROFESSIONAL ADAPTATION OF STUDENTS TO STUDYING IN INSTITUTIONS OF HIGHER EDUCATION

The article deals with the peculiarities of students’ professional adaptation to studying in institutions of higher education (IHE). It was found that the most vital socio-pedagogical condition, which is used to determine the success of adaptation to studying is that of optimal interaction of the systems: system of functioning IHE, system of organization of the educational process and the student as a special socio-pedagogical system. It is explored that professional adaptation involves an employee’s awareness of the goals and motives for the profession; inclusion in the teamwork, development of relations and rules of team behaviour; acceptance of tasks, results, means and conditions of professional activity. It is established that the dynamics of the process of students’ adaptation to learning can predict the peculiarities of their adaptation in the future, and structural analysis of adaptive capabilities allows to identify the most urgent individual problems. They are: stress at the level of energy under new conditions, attachment to sustainable environment, difficulties in changing and mastering a new type of activity, inability to establish relationship with the social environment. It is emphasized that the very process of adaptation during training process becomes a specific model of formation of professional suitability of the student, and identifying the factors that will negatively affect educational activities in the future provides a real opportunity for timely psychological correction, expanding the student’s adaptive capacity. Based on the scientific literature analysis, we suggest different approaches to the definition of the notions «adaptation», «professional adaptation», content characteristics, main properties of professional adaptation of a specialist, its structural components, and the concept of «professional adaptation of students of institutions of higher education» is defined. We consider it to be a phenomenon of professional activity of a young specialist, which is manifested in his/her integration into the profession, mastery of skills, the formation of professional competencies as well as successful professional self-determination and further development.

Pedagogical Management of Adaptation of a Young Teacher

The article analyzes approaches to the organization of pedagogical management on the problem of adaptation of a young teacher to the conditions of professional activity. The scientific approaches to the concepts of “pedagogical management”, the forms and methods of pedagogical management of the head of an educational institution are systematized. The characteristic of improving the skill of the teacher in the institution of general secondary education is given, which today gains new significance in the aspect of the implementation of the Concept “New Ukrainian School”, the structure of the process of pedagogical management. The effective forms and methods of pedagogical management are determined, which ensures a high level of attraction and activity of each member of the collective to pedagogical creativity, since social requirements for the activities of an educational institution stimulate teachers to maximize the return of energy, the search for new, non-traditional approaches to work. Orientation to high indicators in professional activity has a positive effect on the formation of the need for introspection, self-improvement and creativity among team members, in the end it allows the leader to set more complex professional tasks for the team and provide a more intensive search for ways to achieve them. According to the results of a survey of young teachers, relevant areas for improving knowledge and skills that provide changes in personal professional activity have been identified.

ВІДПОВІДАЛЬНІСТЬ ТА ЕМОЦІЙНЕ ВИГОРАННЯ ПЕДАГОГІВ

Purpose. The purpose of the publication is to analyze the results of an empirical study of the relationship between responsibility and emotional burnout of teachers. Methods. The expert judgment method has been used to assess the level of responsibility. The experts were representatives of the school administration, colleagues and parents, who had been offered a standard form describing the extreme manifestations of responsible and irresponsible behavior of teachers. To study the emotional burnout of teachers with different levels of responsibility, the methodology «Diagnosis of emotional burnout of personality» by V. Boyko and the questionnaire «Self-esteem of emotional well-being» (author I. Sedov) were used. Since we assumed a direct correlation between emotional burnout and personality traits such as anxiety and emotionality, we used the FPI Personal Questionnaire (G. Eysenk) to diagnose emotionality, and the parameters of situational and personal anxiety were diagnosed by determinants of «Methods for assessing the anxiety of C. Spielberger and Y. Hanin». Differences between groups of subjects with diferent levels of responsibility were determined using the Student's t-test. Results. It has been established that the process of formation of emotional burnout syndrome has an individual character and is determined by external (conditions of professional activity) and internal (individual characteristics of personality) determinants. Teachers with up to 6 years of experience, with both high and low levels of responsibility, have not found a symptom of emotional burnout. Educators with more than ten years of experience are characterized by several symptoms associated with experiencing and inappropriately responding to psycho-traumatic circumstances. Symptoms caused by occupational deformity are at the stage of formation. It has been shown that the emotional burnout syndrome is most intensively formed in highly responsible teachers. Conclusions. Therefore, emotional burnout syndrome is one aspect of self-control that is based on the observance of rules that are valuable to the individual, which makes one feel morally, mentally and physically exhausted. The generalizations made about the dependence of emotional burnout on responsibility prompt one to think about the subjective, individual nature of its development. The basic conditions of the (emotional burnout) deployment are the working conditions and the content of the motivational and semantic component of the personality

АКТУАЛІЗАЦІЯ КОМПЕТЕНТНІСНОГО ПІДХОДУ У ПРОФЕСІЙНІЙ ОСВІТІ МАЙБУТНІХ ЕКОНОМІСТІВ-ПІДПРИЄМЦІВ

Розкрито особливості актуалізації компетентнісного підходу як складової професійної підготовки майбутніх економістів-підприємців. Підкреслюється важливість формування компетенції для ефективної професійної діяльності в умовах сучасного суспільства. Професійна підготовка майбутніх економістів є педагогічним процесом, у результаті якого формується професійна компетентність економіста-підприємця. Узагальнюючи аналіз проблеми, дослідження компетентностей майбутніх економістів-підприємців показує, що педагогічна наука розробила і впроваджує підходи, що дозволяють співвідносити професійну компетентність зі здібностями, уміннями та знаннями. Виділено три основні компетентнісні показники готовності до майбутньої професійної діяльності: мотивація, знання і вміння комунікувати. Автор стверджує, що сучасному економісту-підприємцю потрібні педагогічні знання, уміння і навички, аотже, і освітні компетентності.

ВНЕСОК ВСЕУКРАЇНСЬКОГО ІНСТИТУТУ ХАРЧУВАННЯ В ПЛАНУВАННЯ ОРГАНІЗАЦІЇ ПІДПРИЄМСТВ ГРОМАДСЬКОГО ХАРЧУВАННЯ В УКРАЇНІ НА ПОЧАТКУ 30-х рр. ХХ ст.

Стаття висвітлює внесок Всеукраїнського інституту харчування в планування організації підприємств громадського харчування в Україні на початку 30-х рр. ХХ ст. Встановлено, що для складання норм харчування і харчового балансу науковці Всеукраїнського інституту харчування С. А. Томілін, О. Ф. Слінько, П. Т. Петров, А. П. Хоменко здійснили соціально-гігієнічне дослідження й аналіз харчування різних соціальних груп минулого й тогочасного, як за кордоном, так і на території України. А. Ф. Суліма-Самойло визначив норми харчування, диференційовані відповідно до енергетичних витрат організму в умовах професійної діяльності. Б. Левін, Р. Мендельсон і Ю. Троцький здійснили дослідження щодо фізіологічних і біохімічних реакцій організму на впровадження нового раціону харчування. На основі цього складено норми харчування для трьох професійних груп, добові енергетичні витрати яких становили 3300, 3700 і 4300 ккал. Цей матеріал став за основу складання п’ятирічного плану організації підприємств громадського харчування в Україні на 1933-1937 рр. І. Я. Морейніс і О. Ф. Слінько розробили основні положення організації і планування раціонального харчування на другу п’ятирічку. М. С. Лемаш розробив техніку нормування праці на підприємствах громадського харчування. Ця методика була визнана за найбільш слушну і взята за основу на підприємствах громадського харчування України у 30-х рр. ХХ ст. Всеукраїнським інститутом харчування здійснено підготовку перших кваліфікованих працівників громадського харчування.

Professional Training of Future Masters of Education in the Conditions of Dual Teaching

The current stage of development of higher education in Ukraine is characterized by a special intensity and scale of transformations, which envisage the formation of a holistic educational space based on the unification of national educational services markets, conditioned by globalization and integration processes. The training of scientific-pedagogical and pedagogical workers of higher educational institutions is considered in this context as an important prerequisite that ensures the modernization of education. In these conditions, the renewal of the content of the Master of Education training is of particular importance, it will equip a future teacher with the skills to integrate special psychological-pedagogical, methodological and didactic knowledge in the conditions of professional activity. A guideline on this issue is that European standards and recommendations for graduate students are formulated in the Dublin Descriptors and the European Qualification Framework. These European benchmarks, as well as the expansion of academic freedoms, changing educational paradigms require a fundamentally new content, methods and forms of the Master of Education training, the purpose of which is to shape the personality of a student as a teacher and professional of an institution of higher education who is able to independently and creatively think and act. The staff of the department of pedagogics of Pereiaslav- Khmelnytskyi Hryhorii Skovoroda State Pedagogical University developed the concept of educational activities in the specialty 011 Educational, pedagogical sciences, fields of knowledge 01 Education / Pedagogy. The concept provides for the formation of masters of education integrated competence, general and professional competencies. The development of these competencies will be facilitated by the introduction of a dual form of higher education. The dual form of getting higher education is a way of getting an education; it provides for a combination of training of applicants of higher education in institutions of higher education with training in workplaces in institutions, organizations and enterprises for obtaining certain qualifications, usually on the basis of a contract, with the performance of official duties. The high level of the Master of Education professional training in the conditions of the dual form of education is possible due to the mastering of the basics of the professional teaching activity of the teacher of the institution of higher education in real conditions; application of modern educational technologies of practical activity; the methodological readiness of a master of education to implement the educational process in institutions of higher education.

ВЗАИМОСВЯЗЬ ПРОФЕССИОНАЛЬНОЙ МОТИВАЦИИ И ЭМОЦИОНАЛЬНОГО ВЫГОРАНИЯ ПЕДАГОГОВ

At the present stage of development of the society, the education system is actively modernized what, in its turn, places new demands on teachers such as the competence in the field of knowledge, pedagogical skill, as well as the personal interest and professional motivation, maximal involvement in the educational process and self-fulfillment in new conditions of professional activity. The relevance of the study of the interrelation of professional motivation and the emotional burnout syndrome of teachers is caused by the high social importance of their professional activity. The paper makes an attempt to search for the psychological conditions to prevent the emergence of the emotional burnout syndrome of teachers. Based on the results of the correlation analysis, the authors suggest considering the professional motivation of a personality as such a condition. 82 teachers from comprehensive schools of the city district of Togliatti at the age of from 24 to 65 participated in the research. The sex ratio in the sample group is expressed by 62 women and 20 men. The obtained data confirm the existence of the reliable direct and inverse interrelations between the expressiveness of such phenomena as the emotional burnout syndrome and the motivation and need sphere in the teachers’ professional activity. Thus, the set of a teacher’s personality for egoism and money contributes to the formation and development of the emotional burnout syndrome, its phases, and symptoms. The external motivation of the choice and, in the subsequent, its implementation in the pedagogical activity promotes the formation of the symptoms of the emotional burnout of a teacher. The higher the teacher’s achievement motivation, the less the symptoms of the emotional burnout are formed.

Профессиональное самоопределение в юношеском возрасте как структурный компонент будущего профессионализма: социокогнитивные и креативные факторы

The article presents a review of studies on the problem of professional self-determination in adolescence in the aspect of the development of future professionalism, based on the specifics of the laws of age development, which expands the traditional sociological, sociopsychological and differential psychological representations accepted in the literature. Cross-cultural and ethno-cultural differences in the development of professional self-determination are considered. Particular attention is paid to the analysis of the prerequisites for the development of the components of such a megastructure of professional maturity as career adaptability, defined as the ability to respond flexibly to dynamically changing requirements and conditions of professional activity, using psychological resources of self-development. It is shown that in the transition from adolescence to youth, adaptability to a career means a balance between interest in a future profession and a realization of the realism of the realization of professional expectations through awareness of their resources and capabilities. In the framework of the Social Cognitive Theory of Professional Development (SCCT), the analysis of complex systems and the social interaction, the concept of strong and weak ties, nonspecific and specific influence, the article discusses the role of sociocognitive and creative factors as mediators which until now have been little studied in relation to the process of professional self-determination in adolescence and young age. The studies revealed the influence of social intelligence on the interest of adolescents and youths in the subject content and social status of the future profession and in interpersonal professional culture. Also, there is a correlation between social intelligence and the second component of the “career adaptability” mega-structure, such as curiosity and orientation in the requirements of the profession, professional expectations (career curiosity). Modern research shows a significant correlation between creativity and the first component (career concern) — planning your own professional future, especially in the early stages of professional self-determination.

АНАЛИЗ ПРЕДСТАВЛЕНИЙ ОБУЧАЮЩИХСЯ ОСНОВНОЙШКОЛЫ ПЕРМСКОГО КРАЯ О СОЦИАЛЬНО-ПРОФЕССИОНАЛЬНОЙ СТРУКТУРЕ КАК ЭЛЕМЕНТ ГОТОВНОСТИ К ПРОФЕССИОНАЛЬНОМУ САМООПРЕДЕЛЕНИЮ

Professional self-determination of students, its economic, pedagogical and psychological prerequisites are becoming increasingly relevant subjects for research in Russian science. However, the issues related to the social prerequisites of this process remain much less studied: the students’ ideas about the socioprofessional structure of the society, the adequacy of their ideas about the content of jobs in professional areas they might choose. As a theoretical basis of the study, the author considers the psychological and sociological theory of self-determination (self-determination theory), which focuses on the autonomy of the individual in various fields of activity, including educational and labor. The author notes the importance of taking into account the objective factors of professional choice considered in Soviet works on this issue as well as in classical articles of the structural functionalism representatives. The empirical base of the research is the materials of diagnostic surveys conducted in the Perm region since 2017 to assess readiness of basic school students for professional self-determination. The author analyzes the indicators characterizing the students’ ideas about the objective conditions of professional selfdetermination concerning two areas: the adequacy of students’ ideas about the socio-professional structure of the society and various ways of considering the significance of particular factors in choosing the future path by students. The survey allows us to identify a number of problems regarding the adequacy of students’ ideas about the socio-professional structure of the society: despite the wide range of different activities that students are able to name and evaluate in terms of their relevance in the region, to a considerable extent basic school graduates do not possess a clear idea of the content of jobs as well as the conditions of professional activity.

Psychological analysis of extreme situations in the professional activity of the employees of the State Penitentiary Service of Ukraine

The specifics of professional activity of the employees of the State Penitentiary Service of Ukraine (SPS of Ukraine) have been revealed. It has been noted that specific features of professional activity of the employees of the State Penitentiary Service of Ukraine are due to: specific conditions of official activity; shortcomings in the organization of official activities; the presence of risk; constant communication with convicts; the occurrence of negative personal changes of employees; the presence of conflict interaction between the various services of penitentiary institutions.
 The extreme situations that arise in this activity and psychological consequences of the activity of the employees of the State Penitentiary Service of Ukraine in special conditions have been characterized. The author has distinguished the following types of extreme situations: transitive; ongoing; with the element of uncertainty; those that need readiness for extreme actions; those that simultaneously include unexpectedness and lack of time; with the receipt of false information; dominant state; critical situations. The stress-factors affecting the employees of the State Penitentiary Service of Ukraine in extreme situations of professional activity have been provided. Psychological consequences of the activity of the employees of the State Penitentiary Service of Ukraine in extreme conditions of professional activity include: the state of anxiety associated with manifestations of psycho-somatic illness; the state of fatigue that is manifested in the impossibility of performing professional activity; cases of “shock”, the emergence of which is associated with emergency situations; asocial behavior, which is manifested in the inflexibility or, vice versa, in the employee’s oppression.
 The directions of professional and psychological training of the employees of the State Penitentiary Service of Ukraine have been substantiated. The development and implementation of an integral program of psychological support for the development of the ability to cope with stress and self-regulation among the employees of the State Penitentiary Service of Ukraine has been offered.

MONITORING ANALYSIS OF EFFICIENCY OF PROFESSIONAL COMPUTERS AND SYSTEM REQUIREMENTS FOR THE ORGANIZATION OF ELECTRONIC-EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS IN THE CONDITIONS OF EDUCATIONAL INCLUSION

Introduction:in the process of training specialists in various fields of activity, one of the strategic directions is the education of persons with disabilities. The main task is to make higher education more “sensitive” towards students with disabilities. To give them more freedom of choice, based primarily on the desire of students to get an interesting profession for themselves. One of the main activities on this path is the elimination of all kinds of barriers in education, based on the use of information and communication technologies. Multipurpose use of computer equipment in working with students with HIA allows the introduction of the main classical didactic principles for the implementation of the process of training and education (science, systematic and consistent, conscientiousness and strength of training, students' activity principles and use of visual aids), and also increase the effectiveness of the principle of accounting for age and individual characteristics of students. In the conditions of professional activity in educational organizations, there is a tendency towards the request of high-performance computing means - personal computers (PCs), workstations united by telecommunications computer networks, and the organization faces the problem of choosing the priority of investment. The question is to be asked which information technology object is more priority for the formation of an electronic educational environment. At the same time, on the one hand, it makes sense to make an assumption about investing in technological equipment, the physical deterioration of which (in many cases - extreme) and obsolescence contribute to the deterioration of the quality of the organization of educational activities, its technological capabilities and appreciation. On the other hand, scientific and technical progress offers new solutions and functionalities in the form of modern information technologies (IT). However, in order to achieve maximum IT, monitoring and evaluation of the computing power of the PC is necessary. In this regard, the goal of the research is to conduct a monitoring analysis of the effectiveness of professional computers and system requirements for the timely identification of obsolete personal computers and forecasting the potential life of personal computers in an educational organization to determine the readiness of a university to create and maintain an inclusive educational environment.Materials and methods: for monitoring the effectiveness of professional computers and system requirements for the organization of the electronic educational environment of the university in terms of educational inclusion, the educational process was divided into three areas: "Engineering graphics", "Programming" and "Computer Science". Within each area, a reference software product was identified - the product that is most often used in this area of study and / or the most costly in terms of resources consumed. For the “Engineering graphics” specialty, the reference product was “AutoCAD”, for the “Programming” specialty - “Microsoft Visual Studio”, for the “Informatics” specialty - “Microsoft Office”.Results:Forecasting in our study is presented as the construction of a trend line (a graph of a prediction function). Using this function, approximate ratings of software products of subsequent versions were calculated, which made it possible to track the physical and moral obsolescence of classrooms.Discussion and Conclusions: long-term experience of using information technologies in the learning process proves the readiness of an educational organization to effectively create an inclusive educational environment, with the goal of developing successful socialization and professional development in students with disabilities.

ПРОФЕСІОГРАМА КЕРІВНИКА ПІДРОЗДІЛУ ДІЛЬНИЧНИХ ОФІЦЕРІВ НАЦІОНАЛЬНОЇ ПОЛІЦІЇ УКРАЇНИ

Стаття присвячена проблемі розробки теоретичних засад і методичного інструментарію проведення професіографічних досліджень в Національній поліції України. Викладено теоретичні основи і внутрішню структуру процесу професіографічного дослідження, розкрито можливості використання деяких методів і засобів професіографічного дослідження з метою розробки сучасної професіограми керівника підрозділу дільничних офіцерів поліції. На основі експериментального дослідження автором представлено професіограму керівника підрозділу дільничних офіцерів поліції, наведено рекомендовані для службової діяльності показники і протипоказання до діяльності. У статті показано, що усебічне професіографічне вивчення професійної поліцейської діяльності є необхідною передумовою вирішення проблем, пов’язаних з ефективністю використання кадрового потенціалу, оптимізацією відбору до поліції найбільш придатних кандидатів, підготовки та перепідготовки кадрів, раціоналізацією праці, зниженням травматизму тощо.

Subjective Life Way Picture in Different Spatiotemporal Characteristics of Professional Occupation Conditions

The article covers the outcomes of the empiric research devoted to the revelation of subjective life way picture formation among servicepersons in different spatiotemporal conditions of professional activities. It verifies the hypothesis of interrelation between personality’s subjective life way picture and professional specifics of person’s position and actualization environment. Professional medium could affect spatiotemporal and life-purpose characteristics of life way, person’s temporal orientation, correlation of time loci in person’s world picture.The findings prove the fact that spatiotemporal characteristics of professional activities conditions promote the development of person’s peculiar methods of time arrangement and formation of subjective life way picture. The article shows that the representatives of the model groups, mirroring different spatiotemporal organization of professional activities, demonstrate diverse perception and content of the past, present and future; dissimilar strategies of one’s own life way apprehension in the context of time transpective; varied directivities into life spheres. The results of the research are applicable for the organization of psychological work with servicepersons in different conditions of professional activities.

Організаційні аспекти експериментальної програми з фізичного виховання з посиленим курсом професійно-прикладної фізичної підготовки для майбутніх інженерів-електриків залізничного транспорту

Purpose: to develop an optimized program for physical education with a strengthened course in professional and applied physical training (PAPT) for students of railway universities . Material & Methods : analysis and generalization of scientific sources and program-normative documentation on physical education of the higher educational institution of railway transport, survey . Results : the results of the survey of railroad specialists are given. Pilot studies have determined the nature and conditions of professional activity of electrical engineers of railway transport . The experimental program on physical education with the strengthened course of the PAPT of students of railway universities was developed and theoretically justified . Conclusion : structure of the experimental program on physical education with the strengthened course of the PAPT included a theoretical section (8 hours), methodical and practical exercises (6 hours), a practical section (114 hours) and a control section (12 hours) . The program focuses on improving professionally important physical and psycho-physiological qualities and functions, psychomotor skills and physical performance . The basis of the practical section was the physical exercises from different sections of the current basic curriculum.

Educational Technology Of Training Of Future Teachers To Work In A Variety Of Educational Systems

In the article the necessity of improvement and adjustment of professional training of future teachers according to the social order and peculiarities of development of educational space is justified. The importance of developing of competent, highly qualified specialists, capable to carry out professional activity in conditions of dynamic social institutions is specified. The author of the article defines contradictions between requirements of modern school education in the new socio-cultural development and the system of professional training of future teachers. The problem of pedagogical technologies to professional pedagogical education is dealt with. The characteristics and the features of their application in the preparation of future teachers to work in a variety of educational systems are given.