Content Of Professional Training Research Articles

INTEGRATION OF EDUCATIONAL AND SCIENTIFIC RESEARCH ACTIVITIES IN THE PROCESS OF FORMING THE COMPETITIVENESS OF FUTURE TEACHERS

The effectiveness of forming the competitiveness of future teachers is ensured through the integration of educational and scientific research activities of students, embedded in the content of professional training. The article's purpose: to characterise the peculiarities of the integration of educational-scientific research activities in the process of forming the competitiveness of future teachers in higher education. Research methods: analysis and synthesis, comparison, systematization (to clarify key research concepts), and generalization (to form authors` conclusions). The concept of a teacher's competitiveness is considered as an integrative professionally significant quality of a specialist, which ensures the demand in the teaching labor market due to the realization of competitive advantages that reflect a high level of formation of general cultural and professional competencies and personal characteristics. The components of a teacher's competitiveness are: fundamental professional training, motivation for professional activity, positive value and moral attitudes of an individual, communication skills, organizational and leadership skills, the ability to work in a team, mobility, perseverance, initiative, responsibility, the presence of creative potential, innovative competence, purposefulness, the ability to plan a professional and life career, orientation towards self-development, self-improvement and self-realization, stress resistance, the ability to overcome difficulties, the desire for success, etc. The effectiveness of future teachers competitiveness formation is ensured through the integration of educational-scientific research activities, provided by the principles: unification and coordination of the efforts and interests of scientists and departments of the university with all interested persons and scientific structures; ensuring cathedral autonomy; formation of a connection between scientific and research activities with the future profession and requests of real practice; expansion of international cooperation.

ПРОФЕСІЙНА ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ДО ВИХОВНОЇ РОБОТИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛИ

The article based on a holistic analysis of the theory and practice of professional education, describes the theoretical and methodological principles of training perspective primary school teachers to manage and implement educational work with primary school pupils in the New Ukrainian School. It has been established that in the context of the modernisation of the system of higher pedagogical education in Ukraine, there are significant shifts in the directions, content, and essence of primary school teacher training. The author proves that in the process of studying professional disciplines by future primary school teachers in a higher pedagogical education institution, there is an effective formation and development of their educational competence (professional thinking, emotional intelligence, creative potential, assimilation of educational values and value orientations, experience of social adaptation and socialisation of a growing personality to the challenges and threats of modern Ukrainian society). The elements of such competence are as follows: the knowledge, skills, and practical abilities, experience in designing effective areas of childhood education, communication skills, and abilities to implement, analyse and predict the effectiveness of pedagogical interaction of all participants in the educational process in primary school based on child-centredness, cooperation, co-creation, formed autonomy and responsibility by developing pedagogical thinking, creative activity, and independent improvement of the level of organisation of the educational process in primary school. The article defines and describes the current leading principles of organising and conducting professional training of perspective primary school teachers in the implementation of the strategy of creating an educational process in primary school. There has been highlighted and defined the essence of the basic requirements concerning the content of professional training of perspective primary school teachers for the organisation of educational work in the New Ukrainian School.

Experience in designing the axiological content of the professional and methodoligical training of future foreign language teachers.

The article explores the professional and methodological training of future foreign language teachers at a pedagogical university in the context of the modern social order of society and the state to ensure cultural, scientific and national sovereignty. The value guidelines that act as a dominant component of the content of professional training for future teachers are substantiated. Tools are proposed that ensure the formation of value orientations among students of pedagogical universities, the role of individual academic disciplines in the formation of the axiological culture of the future foreign language teacher is revealed

Professional training of teachers for preschool children in the Tambov region (1918-1941)

Introduction. In the context of the ongoing modernization of Russian education, during the implementation of national projects ”Demography”, ”Education” with the opening of new educational institutions, there is an acute shortage of not only school, but also preschool teachers. Along with the tasks of ensuring accessibility of preschool education, updating the content and improving the quality of preschool education, the problem of professional training of teaching staff has become urgent. The training of preschool specialists to solve the personnel issue of the region has been carried out in the Tambov region since the inclusion of preschool education in the state public education system. During this time, a great deal of theoretical and practical experience has been accumulated, which is advisable to rethink and use at a new stage in the implementation of this area of state policy in the field of preschool education. Materials and methods. The main sources of the research were materials from the funds of the State Archives of the Tambov Region, published sources and periodicals. Results. A retrospective analysis of the system of professional training of preschool teachers in the Tambov region in the period from 1918 to the beginning of the Great Patriotic War was carried out. The characteristics of various types of educational institutions that train preschool specialists in the Tambov region are given, giving an idea of the formation of a state multi-level system of professional pedagogical training of specialists in preschool education: training in short-term and long-term courses, in pedagogical technical schools, in universities. Attention is focused on the dependence of the duration, forms, methods and content of professional training on changes in the directions of state policy, as well as under the influence of socio-economic conditions of life in the country. Conclusion. It is concluded that in the Tambov region in the period from 1918 to 1941, professional training was carried out, first of all, for practical workers of preschool institutions (kindergarten teachers and workers of children's summer playgrounds) through the organization of course training, as well as in secondary specialized educational institutions (since 1923). The experience of university training was short-lived (1918- 1923) and was associated with the opening and subsequent reorganization of Tambov State University.

Dangers for children as perceived by students in pedagogical training at universities

Introduction. In the modern world, dangers for children are expanded. The opposition of the family, society, and the state to threats to children’s safety is a necessary condition for the survival of humanity in a world replete with various risks to life, health, etc. Therefore, identifying students’ ideas about the dangers for children is relevant. Enriching scientific views on the issue will allow taking these ideas into account when developing the content of professional training for students and, ultimately, ensuring children’s safety. The study aims to identify the ideas university students have about the dangers for children and the significance of these dangers. Methodology and methods. 120 students of Yelets State University of Bunin took part in the survey. Closed questionnaires were processed with the help of calculation of percentages between different answers, for which the frequency of occurrence for certain answers was calculated; ranking (distribution of quantitative indicators of dangers types according to the degree of their importance for respondents). Results. The degrees of dangers significance of the were identified: 1st – 23%-40% of answers (fire, the COVID-19 pandemic, attack by a person or group of people, grandparents deliberately diminishing the parents’ status in the eyes of the child, injuries from younger children in the family, bullying by an older child, infection during school meals); 2nd – 22%-32% of answers (food contamination, oncology, terrorist attacks, military operations, drugs and chemicals, injuries in physical education); 3rd – 21%-31% of answers (epidemics, air pollution, heart disease, circulatory diseases, risk of complications of COVID 19, memory processes decline due to using computer/smartphone, lack of control over the child, infections). Coinciding ideas of students under and over 20 were differentiated: complete coincidence – 45%, partial coincidence – 50%, occasional coincidence – 5%. Conclusion. The results will allow improved selection and implementation of professional training for students of pedagogical and psychological-pedagogical education, which will serve in the future to ensure the safety of children

PREPARATION OF FUTURE TEACHERS OF PRIMARY EDUCATION FOR THE ORGANIZATION OF A SAFE EDUCATIONAL ENVIRONMENT IN THE CONDITIONS OF MARTIAL LAW

Creating a secure educational environment is a crucial factor in shaping a well-rounded individual who feels comfortable, at ease, and engaged in the process of acquiring new knowledge. Providing an appropriate environment for children of primary school age is characterized by supporting their mental and physical health and well-being, responsibility, values, and benevolence. The task of future teachers of primary education is to ensure conditions in the educational environment that prevent manifestations of violence, aggression, bullying, bullying, limitations, etc. Training future primary school teachers to create a safe educational environment under martial law is characterized by the assimilation of knowledge, the formation of skills and abilities to act in emergency situations, respond in time to danger, psychologically adjust children to optimistic motives, inform them about the rules for handling dangerous and suspicious objects, on evacuation and air alert actions. The article highlights the factors affecting the organization of a safe educational environment. It was found that in the conditions of martial law, the future teacher must be aware and ready to act during the «Air alarm» signal, evacuation, staying in a storage or shelter, the use of various types of weapons (chemical, biological), radiation threat, fire, building collapse, detection of explosive objects, and provision of pre-medical and psychological assistance to children. In the author's opinion, the content of professional training of future teachers should include educational disciplines, innovative forms and methods that will help to understand the peculiarities of organizing a safe educational environment, which will allow them to be responsible in their own professional activities in the future. In order to increase the level of readiness to consciously treat the organization of a safe educational environment during the training of future teachers, it is worth holding thematic events, trainings, organizing meetings with emergency services workers, psychologists and medical specialists, etc. The direction of future research is shaped by an examination of the professional preparation of prospective primary education teachers to foster a secure educational environment within the framework of an inclusive educational setting.

DEVELOPMENT OF PROFESSIONAL COMPETENCE OF FUTURE PSYCHOLOGISTS IN MODERN CONDITIONS

The article deals with the problem of developing the professional competence of future psychologists in modern conditions of social development. An analysis of scientific-methodical and normative aspects of the development of professional competence of future psychologists in modern conditions was carried out. The concept of "professional competence" in the scientific circulation of some domestic scientists has been clarified. On the basis of the Educational and Professional Program of the first (bachelor) level of the specialty 053 Psychology, a set of professional competencies that future psychologists should master during their studies at a higher education institution is covered. The components of the professional competence of future psychologists are determined: theoretical knowledge; practical skills and abilities; personal and professionally important qualities. Ways of developing the professional competence of future psychologists in modern conditions are proposed: improvement of the content of professional training of future psychologists; introduction of innovative learning technologies, use of interactive teaching methods and techniques, unity of formal, informal and informal forms of education; organization of practical training of future psychologists; creation of a system of psychological support for the professional development of future psychologists. It was found that among the personal and professionally important qualities of future teachers are: the ability to empathize; communicativeness; stress resistance; reflexivity; interest etc. Proposed methods of increasing the effectiveness of the development of professional competence of future psychologists: traditional (lectures, seminar classes, practical classes, scientific and practical activities, practice, etc.); interactive (brainstorming, discussions, debates, analysis of professional (problem) situations, modelling, teaching others, etc.); innovative (project activities, classes using ICT, group work, soft skills development, etc.). The perspective of the research is to study ways of developing the professional competence of future psychologists during various types of practice.

THE CONCEPT OF UPDATING THE CONTENT OF FUTURE LECTURERS OF PEDAGOGICAL UNIVERSITIES TRAINING IN TERMS OF THE SOCIAL NEEDS DURING WAR AND POST-WAR TIMES

The article defines and reveals the structural elements of the concept of updating the content of professional training of future lecturers of pedagogical higher education institutions in terms of the social needs during the war and post-war period. Conceptual ideas are revealed. They are the following: 1) the need to ensure anticipatory and culturally relevant nature of the content of education, to achieve functional completeness; 2) updating the content at the intersection of the post-war needs of society in revival and cultural creation and the teacher’s needs in personal and professional development; 3) transforming the content into a carrier of the dominant values of national culture, national spirit with the priority status of the Ukrainian language; 4) choosing a strategic line for professional, psycho-pedagogical and digital fundamentalization of the content; 5) taking into account in the content of education the needs of the personality of the future teacher in holistic development throughout life; 6) expansion of the functional range of the content due to the inclusion of the valeological-psycho-pedagogical function in unity with the activity-activating one; 7) enrichment of the content with the achievements of world scientific psychological and pedagogical innovations.
 The essence of the system of the teacher’s professional and digital competencies as a target guideline for updating the content of their professional training in the conditions of martial law in the country has been determined. The following principles of actual renewal of the content of the professional education of future teachers of pedagogical higher education institutions are characterized. They are the following: 1) value-content restructuring of mixed and online preparation of students for professional activities at the intersection of the needs of Ukraine in post-war revival and cultural creation and the needs of future teachers in the holistic development and quality performance of professional and civic functions; 2) cultivation of strategic lines of renewal of the content of future teachers’ pedagogical education in the context of its professional, psycho-pedagogical and digital fundamentalization in harmonious unity; 3) the dominance of the culturally dominant Ukrainian-centric direction of updating the content of professional future teacher training using digital technologies; 4) laying the value-content foundation of the reference image of the teacher-master of the pedagogical higher educational institution of the future in accordance with the requirements of Ukraine’s European progress; 5) integration in the content of future teachers’ education of humanitarian, socio-cultural, professional-subject and professional-psycho-pedagogical, valeological (prior to achieving mental health) and safety knowledge.

Управління професійним становленням майбутнього менеджера на початковому етапі університетської освіти

The article analyzes the structure of the process of professional formation of future manag-ers, identifies the components of the characteristics of a future specialist that ensure effective man-agement of professional formation. The concept of professional formation of the individual, which is considered by scientists as the formation of professional orientation, competence, socially signifi-cant and professionally important qualities and their integration, readiness for constant personal and professional growth, is defined. The main directions of professionalization are singled out: pro-fessional training, professional self-determination, self-affirmation and self-improvement, develop-ment of intellectual potential in the field of professional activity, spiritual, aesthetic and moral de-velopment. The initial stage of university education should provide future managers with basic theo-retical knowledge about the analysis of management phenomena, develop the skills and abilities in-herent in this process, thinking and a creative approach to business, and ensure the formation of a professional worldview. The content of the academic discipline "University education and academic writing" is characterized as an important component of the management process of professional de-velopment of future managers. The content modules of the discipline "Content of professional train-ing in higher education", "Academic writing as a type of academic (scientific) communication" were analyzed. They ensure in the first years of studying at the university that students form a system of knowledge about the specifics of a manager's professional activity, typical tasks of his activity, de-velopment of skills in planning a system of activities aimed at supporting academic integrity, which is the basis of the functioning of any educational institution. Based on the analysis of literary sources, the criteria for a student's professional development have been determined: awareness of the goals of professional activity, the desire to know one's business, to master all professional func-tions; assimilation of basic knowledge, requirements of the profession for a specialist, awareness of one's capabilities; readiness for the practical realization of the set professional goals, the search for one's own individual style, optimization of the process of business communication, free performance of professional activities, professional improvement, mastery and creativity.

Подготовка народных певцов в вузе: подходы к определению содержания профессиональных компетенций

The purpose of the article is to analyze the existing approaches to the professional training of folk singers, to identify the necessary approaches for concretizing professional competencies, taking into account the specifics of professional activity and the national and regional specifics of the folklore material of the Volga region, in particular the Chuvash cultural tradition. The material for the study includes normative documents, theoretical works of leading scientists, methodological works of practicing teachers and personal experience of performing and teaching. Based on the method of theoretical analysis, the definition of professional competencies is given as the ability and willingness of students to apply knowledge, skills, experience and personal qualities in accordance with the professional and creative activity in the folk performing arts. It was revealed that the main goal of the implemented approaches in the professional training process is aimed at developing competencies for working with folk song material, vocal and stage work, pedagogical and scientific work. The use of the ethno-cultural approach in the training of folk singers is one of the main ones, the implementation of which allows supplementing the educational standard by determining the content of professional training, taking into account the regional specifics of folklore material, the local folk song tradition, and the characteristic features of the national manner of performance.

Development of an information model of personnel development in the process of training at the workplace

The improvement of competences in relation to the solution of everyday tasks of production practice is best carried out in the process of training at the workplace due to the combination of acquired theoretical knowledge with practical experience. An urgent task of evaluating the effectiveness of training at the workplace is the diagnosis of the level of preparedness of the personnel of a multimedia company for scientific and technical activities, which can be carried out on the basis of the use of an appropriate information model of personnel development. The purpose of the article was to implement the development of a system model for the formation of professional skills in specialists of multimedia technologies of the polygraphic profile. The article proposes a method of informational support for personnel development through on-the-job training. As a framework that explains the knowledge and skills for the effective implementation of training in the workplace, the current content of competencies is considered. The key areas of personnel qualities related to multimedia technologies are systematized. As part of the conducted research, an information model was created and competence formation was tested within the framework of the relevant modules. The impact of engineering and organizational skills on improving the competencies of multimedia technology specialists is considered. The main components of success in the formation of professional skills of personnel as a result of training at the workplace are considered and analysed. As a result of the work carried out, recommendations were made on the diagnosis of the levels of training of personnel of multimedia and computer companies to improve their own scientific and technical activities, the choice of the content of professional training of specialists in the multimedia profile, the application of a systematic approach to the formation of relevant skills and abilities. A morphological matrix of the formation of technical creativity skills of the personnel of a multimedia company in the process of training at the workplace was created. With the help of Shannon’s information system, a mathematical model of the formation of relevant special modules of competences was obtained. Emphasizing the technical component, the influence of engineering and organizational skills in the process of training at the workplace is considered. The entropy level of the learning system was calculated before and after receiving information. The dependence of entropy on the level of acquired knowledge was analysed. The practical significance of the obtained results lies in the formation of practical recommendations for the management of computer and multimedia companies for the organization of training at the workplace, as a result of which employees receive positive incentives for the development of relevant competencies.

ВИКОРИСТАННЯ МЕТОДИКИ ПРОГНОЗУВАННЯ ДЛЯ ВИЗНАЧЕННЯ ОСНОВНИХ ТЕНДЕНЦІЙ РОЗВИТКУ СИСТЕМ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ У РУМУНІЇ ТА УКРАЇНІ

The article highlights the results of the completed research of trends in the development of Romania and Ukraine professional training systems of second language teachers. The purpose of the article is to reveal the features of the use of forecasting techniques to determine the main trends in the development of professional training systems for second language teachers in Romania and Ukraine. The essence of the term “extrapolation” and the concepts “extrapolation approach”, “inverse approach” are defined. The article claims that thanks to the use of a comparative analysis, a systematic approach, the methodology of scenario forecasting and conducting an expert assessment during the research, three ways of developing the trends of higher education in Romania and Ukraine in the field of professional training of foreign language teachers were determined and they were formed in three scenarios: optimistic, neutral and pessimistic. An algorithm for using forecasting techniques to determine the main trends in the development of professional training systems for second language teachers in Romania and Ukraine is presented. A step-by-step content analysis of the main directions of the development of Romania and Ukraine professional training systems of second language teachers is highlighted: historical aspects, content, structure and functions of these systems and features of the modern systems of professional training of second language teachers. The questionnaire procedure of experts from Romania and Ukraine leading institutions of higher education and the results obtained after the questionnaire regarding the main directions of the development of the system of professional training of Romania and Ukraine are presented: its historical aspects, content, structure and functions of this system, features of the modern system of professional training of second language teachers. In the article, the author describes step by step the stages that led to the choice of scenario forecasting methodology. The main types of scenario approach are highlighted. The reason for choosing the scenario forecasting method is substantiated, on the grounds that it allows: classifying the received scenarios into three groups - pessimistic, neutral and optimistic scenarios; making a forecast of probable scenarios for the development of events for higher pedagogical education in Romania and Ukraine for the coming years, each of which will be realized if certain conditions of the present are met; conducting a comparative analysis of the identified scenarios to ensure the possibility of forming a management strategy for the development of the system of professional training of teachers of second language teachers in Romania in the coming years, taking into account the identified trends and minimizing the expected losses in cases where they are unavoidable. The work also presents the stages that were implemented when using the scenario forecasting technique. The trends in the development of the system of professional training of second language teachers in Romania and Ukraine determined during the study were grouped into four groups: historical, trends in the development of the content of professional training of second language teachers, organizational and managerial, methodical and characterized. At the end of the article, it is concluded that the determination of trends in the development of the system of professional training of teachers of second language teachers in Romania and Ukraine made it possible to carry out research and scenario forecasting of the directions of the development of systems of professional training of second language teachers, to present probable scenarios of the development of systems of professional training of second language teachers as a component of higher pedagogical education of both studied countries.

ЄВРОІНТЕГРАЦІЙНИЙ ВИМІР МОДЕРНІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ У НАУКОВІЙ СПАДЩИНІ АКАДЕМІКА ОЛЕКСАНДРИ САВЧЕНКО

In her research work, O. Savchenko identified new conceptual foundations of pedagogical education related to its European integration processes: reforming the content of professional training of future teachers in the context of school education innovations and higher education standardization processes; introduction of the humanistic paradigm of education and upbringing of students; design of the individual educational trajectory of the applicants; implementation of a competence-oriented model of education in pedagogical higher education institutions. The scientist emphasized special attention on personally oriented professional education, designing the individual trajectory of professional development of each student during the of his studies. Unfortunately, this leading idea was not sufficiently implemented in practice for a long time. And only in modern conditions do we realize that the transition of university education to a student-centered model is becoming a through line of changes. This is reflected both in the development of educational programs based on the requests of education seekers, and in their more active involvement in the design of their studies, the creation of opportunities for choosing and constructing individual educational trajectories, and the development of a system of independent student evaluation of teachers' activities. In the scientific heritage of O. Savchenko, the problem of the formation of the «ability to learn» in future teachers, which she considered a meta-skill, is highlighted. The scientist claimed that mastery of this skill programs the acquisition of individual experience to become a successful teacher who knows how to prevent overloading of students, rationally use time, calmly and stress-free navigate in various life situations, independently search for sources of information, ways to solve non-standard problems. And in general, the ability to learn, according to O. Savchenko, changes the style of thinking, determines the ability to learn throughout life, creates guidelines for long-term and personally important learning incentives. The analysis of academician O. Savchenko's scientific heritage allows us to state that the scientist actively studied the experience of training future teachers in European countries. She had a unique ability to see better than others the examples of European practices of training future teachers and to submit her own ideas for their implementation in higher education institutions. The works of the famous pedagogue are an example of a successful combination of general theoretical provisions with practice, which testifies to high scientific achievements in the Ukrainian educational space. Key words: professional training of future primary school teachers, academician Oleхandra Savchenko's scientific heritage, European integration dimension, scientific achievements of an outstanding pedagogue.

ФОРМУВАННЯ У СТУДЕНТІВ-ІНСТРУМЕНТАЛІСТІВ ДОСВІДУ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ В ПРОЦЕСІ ФАХОВОЇ ПІДГОТОВКИ В УНІВЕРСИТЕТІ

The article is devoted to the problem of forming students-instrumentalists experience of professional activity in the process of vocational training at the university. The views of scientists regarding the essence of the concepts of «experience» and «professional experience» in philosophical, psychological, socio-pedagogical, musical-performance aspects are analyzed. The specificity of the musician-instrumentalist activity (as a performer and teacher) and the requirements of the educational and professional program for the professional training of students-instrumentalists at the university are determined. The directions (performing and pedagogical) of forming students' experience of professional activity are determined. The stages of formation of practical performing experience of a future instrumentalist and the content of professional training of pupils and students in instrumental-performance classes are characterized. The importance of individual, ensemble and orchestral training of students in the formation of the experience of professional activity of an instrumentalist is substantiated. Attention is focused on the complex nature of the formation of pedagogical experience of instrumental students in the classes of professional disciplines. The tasks of concert performance and pedagogical practice in the formation of professional experience of students are revealed. The formation of future instrumentalists' experience of professional activity is defined as a process of students' professional training in the system of classes on instrumental-performance, historical-theoretical and methodical disciplines, concert-performance and teaching practice, as well as the result characterizing the level of students' readiness for professional activity. Conclusions are formulated: 1) experience is an integral component of the professional competence of a specialist, and its formation is a long phased process; 2) the professional experience of the musician-instrumentalist is the empirical knowledge of the ways of concert and performance and music-pedagogical activity; 3) formation of students-instrumentalist experience of professional activity is carried out in the process of professional training, is enriched and improved during many years of creative activity.

Reforming the content of teacher professional training in the conditions of European integration

The relevance of the study is determined by the public need to transform the content of Ukrainian pedagogical education in the context of its integration into the pan-European scientific and educational space, an effort to get closer to the socio-economic and educational standards of developed OECD member countries, which leads to increased attention of scientists and practitioners to comparative studies of functioning and development of national systems of teacher education in the European region.
 The solution to the problem of professionalization of teacher training is related to the scientific justification of the content of teacher education in the direction of greater balance of its components: general, special and professional. Despite numerous studies of various aspects of the construction of the content of professional training of future teachers, the problem of reforming its content in the context of European integration remains undeveloped. Therefore, the goals and tasks of the research became the analysis of peculiarities of reforming the content of the teachers’ professional training in the conditions of European integration and the justification of recommendations for improving the content of the training of Ukrainian teachers.
 Аccording to the results of research by European and ukrainian scientists, the peculiarities of reforming the content of the teachers’ professional training in the conditions of European integration have been clarified: there are noticeable differences between the contexts and features of training programs for the training of junior and senior high school teachers; significant differences regarding the duration of programs in national teacher education systems, which are mostly determined at the macro level and reflect national characteristics of education; debates about whether teacher education should be focused only at the master's level and precede subject specialization; debatable relation of educational sciences to subject learning in the curriculum of teacher education of the Master of Arts; large-scale transformations of educational programs and institutions of teacher education at the macro level in all countries-universities-partners of EMETT; “square” complexity of the European curriculum of teacher education; the absence of any fast route in European joint master's programs, which complicates the accreditation procedure in each national context of the respective universities, etc.
 Recommendations for improving the content of Ukrainian teacher training include taking into account various points of view, subversive relationships between teaching, training, schooling, educational processes, actors and contexts; bridging the gap between theory and practice through integration in curriculum organization and delivery; the professional autonomy of the teacher and the key role of reflective thinking should be the basis of curriculum development and implementation; recognition of accreditation in one national context of the Joint Master's academic network and its extension to other involved national contexts; strengthening and expanding academic networks for mutual scientific and practical exchanges, etc.
 The prognostic potential of scientific research is determined by the potential possibility of organizing and implementing further scientific research of a fundamental direction regarding the development of the content of professional training of teachers in Turkey.

Development of Choreographic Education in the Context of Cultural Development of Society

The relevance of the outlined research problem is determined by a number of contradictions that exist in contemporary choreographic education: the growing demands on the professionalism of the choreographer and the state of professional training; the need for an appropriate response of art education to the demands of society and a fragmentary introduction of innovations into the educational system. Specific features of choreographic art as one of the important factors of cultural development of society are characterized; its special social functions are defined. The peculiarities and tasks of choreographic education in the context of contemporary socio-cultural changes are clarified. In particular, the specifics of professional training of future specialists in the field of choreographic art, the content of their professional qualities and features of the educational programs are analyzed. Based on the analysis of current educational programs and the results of student surveys, the directions for updating the content of professional training of future choreographers are identified, including updating the content of educational programs, introducing an integrative approach, using differentiated professionally oriented tasks, determining appropriate forms and methods of influencing students and individualization of training. Innovative directions in the system of choreographic education, which were formed as a result of intensive social development, are outlined: tendencies to combination of physical education, sports and dance, strengthening of international cooperation, introduction of information technologies and training of specialists for correctional work in inclusive environment by means of choreographic art. Prospects for further research lie in substantiation of the conceptual foundations of professional training of future choreographers, taking into account current trends in social development.

THE DISTINCTIVE FEATURES OF TRANSLATION COMPETENCE DEVELOPMENT IN PRE-SERVICE TRAINING OF FOREIGN LANGUAGE AND LITERATURE TEACHERS

The article highlights some aspects revealing the development of translation competence of prospective foreign language and literature teachers. Attention is focused on internal and external factors necessitating the development of translation competence of pre-service foreign language and literature teachers. The study identifies the needs of the specialized school and the requirements for translation teaching courses in senior classrooms of specialized schools. The author analyzes scholarly perspectives on the concepts of ‘translation’ and ‘translation competence’. On this basis, the essential characteristics of translation competence in pre-service training of foreign language and literature teachers are substantiated. Translation competence has been found to be an integrated characteristic that involves the ability to translate authentic texts at the appropriate level and understand their content, as well as to implement the information received in accordance with the target audience and further use in foreign language education and intercultural communication. It has been proved that developing the translation competence of prospective foreign language and literature teachers requires the introduction of innovative approaches to structuring the professional training content and the implementation of innovative forms and methods of translation teaching. The study outlines controversial issues and problems in undergraduate training of foreign language and literature teachers in terms of the learning outcomes reached as a result of interpretation and translation courses. Ways to improve the content of professional training based on the development and thematic updating for the content of mandatory and optional educational components are proposed. The research provides the analysis of the ways in which unassisted translation work with foreign language texts and native speakers should be organized. Particular attention is paid to the use of innovative methods and technologies of translation training provided to prospective foreign language and literature teachers.

Зміст професійної підготовки фахівців із прикладної лінгвістики в системі вищої освіти України

The article discusses professional training in applied linguistics in the higher education system of Ukraine. Much emphasis is placed on the content characteristics of such training. Its aim is to analyze and justify the content of professional training in applied linguistics in the higher education system of Ukraine. As one can see, linguistic globalization and internationalization of applied linguistics, as well as the rapid development of ICT, create the need for specialists who can design effective algorithms and methods of processing automatic text, creating automated and machine translation technologies, conducting research activities related to the skillful use of information systems. In Ukraine, linguistics is viewed as a discipline studied within the framework of philology, rather than as an independent specialty/specialization, which, in turn, significantly slows down its development and narrows its scientific potential. The specialization «Applied Linguistics» reveals the specifics of linguistics/applied linguistics, updates current demands of science and helps adjust professional training in applied linguistics to relevant standards of leading countries. A detailed analysis of corresponding university curricula shows that the content of degree programmes in applied linguistics involves mastering natural-scientific, professional-practical, humanities-related and socio-economic courses, courses chosen by each university independently, as well as optional courses. The content of degree programmes in applied linguistics is structured based on linguistic, translation-oriented, literary and combined approaches. Further research lies in studying the features of blended learning in applied linguistics in the leading countries of Europe. Keywords: linguistics, philology, applied linguistics, professional training, higher education.

Specifics of distance learning for students of pedagogical specialties subject “Artificial Intelligence Technologyˮ

Artificial intelligence technologies are one of the priority areas that contribute to the progress of society. This necessitates the study of such technologies already at the level of secondary education. At the same time, there is an obvious shortage of teachers trained in this field, which leads to the need to include relevant elements in the content of professional training of students of pedagogical specialties in order to develop their skills in working with modern artificial intelligence technologies. The article describes the experience of distance learning of students in the discipline “Artificial Intelligence Technologiesˮ at the Novosibirsk State Pedagogical University. The organization of the educational process for the study of artificial intelligence technologies involves the use of distance learning technologies that provide the opportunity for students to complete practical tasks at their own pace, quickly update outdated information, and integrate with cloud services. Two different approaches to the professional training of future teachers in the field of artificial intelligence are described. Elements of the content of the training course on artificial intelligence are presented.

Formação de Futuros Especialistas para a Atividade Profissional no Campo do Turismo Social na Ucrânia

The purpose of the study is to improve the training of future professionals for activities in the field of social tourism in Ukraine, which involves the development and experimental verification of its content and the necessary conditions for implementation. Formation of readiness of future specialists for professional activity in the field of social tourism was carried out on the basis of the developed model which is presented by social-determined, theoretical-methodological, project-organizational and diagnostic-effective components and connections among them defining semantic structure of this pedagogical process. The effectiveness of the model implementation was ensured by a set of such organizational and pedagogical conditions as: updating the content of professional training on the basis of integrative and meta-subject approaches; the focus of practical training on the gaining by future professionals of primary professional experience in the field of social tourism; creation of an environment of active social interaction in higher education institutions.