Development Of Future Specialists Research Articles

The Influence of Interactive Web Platforms on the Development of Future Specialists’ Communication Competences

The Influence of Interactive Web Platforms on the Development of Future Specialists’ Communication Competences

Modern guidelines for training future specialists of the socionomic sphere in the development of vitality and life creativity

The relevance of the problem under study is caused by the need to clarify modern guidelines for training in the development of future specialists’ vitality and life creativity in the socionomic sphere in general, and social educators and primary school teachers in particular. This training is aimed at strengthening and replenishing the vital resources and potentials of future specialists under difficult conditions of the existing wartime. It has been found that a person is able to withstand life's troubles, showing "resilience" as an opportunity to positively adapt to difficult situations, quickly recover, maintain a state of calm and well-being, that is, vitality. At the same time, it was found that a person is also able to show "hardiness," as an ability that allows not only to show vitality, but also to understand that danger is the beginning of new changes in life and it should be perceived as an incentive for the development of personal capabilities, but not as a threat. The analysis of the problem under focus indicates the possibility of increasing the proportion of resources and potentials of an individual in five essential, interrelated spheres. The allocation of the component composition was based both on the scientists’ theoretical heritage in the educational sphere, and on the author's personal long-term experience in the training of future social educators and teachers in pedagogical activity. Among the significant spheres of civil society, influencing the formation and development of vitality and life creativity of future specialists, there are the ones as follows: personal, social, cultural, physical and spiritual. In the process of profession-oriented training, future social educators and primary school teachers are offered to study certain topics aimed at forming awareness of the development of vitality and competence in the development of life creativity of both specialists and students. Theoretical and practical analyses of the problem under study showed the need for further study in the context of developing a holistic system of awareness formation, both awareness of their resources and potentials, and competence, as the ability of future specialists in the socionomic sphere to develop their own vitality and life creativity and the ones of their students.

INTEGRATION OF HEALTH-SAVING TECHNOLOGIES INTO THE EDUCATIONAL PROCESS OF STUDENTS OF NATURAL SCIENCES

The article proposes a number of methods for integrating health-saving technologies into the educational process of students of natural sciences. It describes the use of interactive teaching methods, the inclusion of health-saving topics in the curriculum, the use of the latest technologies, the organization of special trainings and the introduction of health-saving programs at universities.
 These methods not only improve students' physical and psychological health, but also help develop their social and communication skills. The use of health-saving technologies in the educational process can increase students' motivation to learn, improve their teamwork and provide them with a healthy lifestyle, which in turn has a positive impact on their future careers. The article will be useful for all employees of educational institutions who wish to expand their knowledge of health-saving technologies and their application in the educational process.
 The integration of health-saving technologies into the educational process of students is an important step in the formation of a healthy lifestyle. This allows students to understand that health is not only the absence of diseases, but also a state of physical, mental and social well-being.
 In today's world, humanity faces increasing threats such as pandemics, stress, poor nutrition and lack of exercise. Ensuring the health of students is an important factor for successful learning and development, therefore, the inclusion of health-saving technologies in the educational process can help prepare future specialists who will work in health-saving fields.
 Therefore, the integration of health-saving technologies into the educational process of students is a relevant topic for research, since ensuring the health of students is a key factor for their successful learning and future development. The implementation of such integration can help prepare future specialists in health care fields, thereby ensuring the appropriate level of health in society.
 The purpose of this article is to investigate the question of the inclusion of health-saving technologies in the educational process of students of natural sciences, as well as to argue the necessity of this step in the modern world. The work will consider various aspects of this issue, such as the impact of health-saving technologies on the health of students, their impact on the quality of the educational process and on the development of future specialists in natural sciences.
 The subject of the study is the process of integrating health-saving technologies into the educational process of students of natural sciences and its impact on the health and academic success of students. The study also covers the justification of the importance of health-saving technologies in the modern world and their importance for the training of future specialists in health-saving fields.
 The object of research is health-saving technologies and their impact on the health of young people in general, as well as their role in the modern world and in the process of training future specialists in health-saving fields.

ОСОБЕННОСТИ ПСИХОЛОГИЧЕСКОЙ ГОТОВНОСТИ К ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ У СТУДЕНТОВ НА РАЗНЫХ ЭТАПАХ ОБУЧЕНИЯ В ВУЗЕ

At present, as a result of the expansion of the use of the development of information and computer technologies, the increase in the situation of uncertainty in various spheres of a person's life (social, economic, professional), the problem of the formation and development of future specialists, which is directly related to their readiness for professional activity, is becoming more and more urgent. The purpose of this study was to identify and analyze differences in the structure of psychological readiness for professional activity among students at different stages of study at a university. The study involved students of the Faculty of Law of The Herzen State Pedagogical University of Russia (St. Petersburg) in the amount of 107 people. To study the components of psychological readiness were used: the technique "Who am I?" M. Kuhn and T. McPartland (translated and adapted by T.V. Rumyantseva), S. Schwartz’s method for studying personality values, R. Cattell’s method of multifactorial personality research (187), method of studying professional identity statuses (A.A. Azbel, A.G. Gretsov) and the methodology for diagnosing the socio-psychological attitudes of the individual in the motivational-demand sphere of O.F. Potemkina. The following methods were used to process the data obtained in the study: descriptive statistics, comparative statistics (parametric statistical tests of Student's t-test and non-parametric statistical test of U-Mann Whitney). Mathematical data processing was carried out using the Statistica package (Version 10). The study found that students of the 1st and 4th courses have the most pronounced socio-psychological attitudes “Orientation to freedom”, “Orientation to the process” and “Orientation to the result”, statistically significant differences were found only in the indicator “Orientation to the result”. The subjects are characterized by a similar personality profile, and statistically significant differences between the samples were established only for the indicator G - moral normativity. In the student environment, values that reflect personal success are more important than the interests of the group. Statistically significant differences were found only in the "Conformity" indicator. In the study of the cognitive component, it was found that the largest number of self-descriptions refer to the personal identity of students of both courses, to personal qualities, character traits, to an individual style of behavior ( "Reflexive Self").

Scientific and Pedagogical Support for Future Primary School Teachers during Teaching Practice

Considering the current reality, when the state needs highly qualified and creative specialists, the problem of scientific and pedagogical support for future primary school teachers’ professional growth during teaching practice is becoming increasingly important.
 The purpose of the research is to substantiate theoretically the scientific and pedagogical support for future primary school teachers’ professional growth during teaching practice.
 Methodology. A retrospective analysis of the process of future primary school teachers’ professional growth has been used. We have found that the process of professional growth becomes more effective if certain pedagogical conditions of students’ teaching practice are created and implemented. They facilitate the development of future specialists’ desire and readiness for faithful implementation of their professional duties, professional competence and important personal qualities development, the ability to self-educate, etc. The basis for our research was scientific and pedagogical studies relevant to future primary school teachers’ professional growth during teaching practice. 
 Results. The essence of the concepts “scientific and pedagogical support”, “professional potential” has been defined. The main tasks of future teachers’ preparation for future pedagogical activity with orientation on their professional growth as well as professional potential components and the factors having an impact on their formation and realization have been characterized. It has been determined that teaching practice creates ample opportunities for future teachers’ personal abilities purposeful development, the desire for creativity through their systematic involvement in the various activities of a modern primary school teacher.
 The directions in which scientific and pedagogical support for future primary school teachers is implemented during the experimental teaching practice “A Day at School” have been stated. It has been defined that the system of creative scientific and pedagogical support for future teachers’ practical training deals with an introduction to pedagogical activities, adaptation to the professional skill requirements since the 1st year of study, professional self-realization, and pedagogical credo approval in the final year of study.
 Conclusions. Future primary school teachers’ scientific and pedagogical support during teaching practice deals with preparation for practical pedagogical activities, providing scientific and methodological assistance (both University and school teachers). Teaching practice ensures future specialists deepen and expand professional knowledge and skills, revealing their professional potential and facilitating professional growth in general.

The development of students’ basic competencies in foreign language learning through interactive methods

The aim of the study was to identify and compare the level of students’ basic competences. An objective assessment of the ways of development and trends in the development of basic competencies through interactive methods was carried out. The methods and techniques of acquiring the required basic competencies that have been used effectively in the educational process were developed as part of professional and personal development of future specialists. Methods: analytico-synthetic, testing, survey; method of situational modelling; qualitative and quantitative analysis; empirical statistical and mathematical interpretation; functional analysis of research results. Results. On the basis of a theoretical analysis of a scientific problem, an objective and subjective model for diagnosing the level of formation of basic competencies of students was developed. The importance of the author’s analytical considerations and generalizations on the application of objective diagnostic methods is confirmed. The first group of respondents had a sufficient level of basic competences (364.1 points), which is 73.8%. The intellectual and creative segment showed the highest rate in the structure of competencies — 75.1%. The second group of non-linguistic respondents showed a somewhat similar level of Basic Competences (369.9 points = 75.8%), however, showed a relative weakness of the socio-emotional segment (53.5%). Prospects. Further research can be directed towards identifying and developing research methods for many competencies, taking into account the age characteristics of students.

Розвиток організаційної культури закладу вищої освіти у контексті забезпечення його конкурентоспроможності

Abstract. Introduction. Higher education institutions are a multicomponent centers of professional development of future specialist and centers of formation of human and social capital of country. An important condition for ensuring the competitive functioning of education institution, its ability to increase spiritual and intellectual potential of country is the development of organizational culture of institution. Organizational culture is a collective characteristic of the sociopsychological environment of educational institution, formation and development of which is determined by adaptability to external changes. Effective organizational culture contributes to the achievement of intellectual and cultural social goals by clearly defining the mission, goals and development strategy of higher education institution. Purpose. The purpose of the article is investigation the formation and development of powerful organizational culture of higher education institutions and presentation of its role in achieving competitive advantages of organizations at educational services market. Results. The essence of organizational culture of higher education institution is investigated. The views of scholars on interpretation of the terms «organizational culture» and «corporate culture» are presented and generalized. There is noted that organizational culture is a basis for formation of corporate culture of organization. Factors influencing the formation and development of organizational culture of higher education institution are identified and characterized, such as: professional activity of management, personal and professional development of teachers and students, macroeconomic environment, structural and organizational characteristics of institution. The influence of organizational culture on achievement of higher educational institutions' competitive advantages due to improvement of effective indicators of educational and scientific activity is presented. Modern tendencies in educational services market caused by migratory moods of youth, aging of the population are presented. The main measures to improve the organizational culture of higher education institutions at different levels (administrative, teaching, student and service) are described, which will increase the competitive position of organization. Conclusions. Organizational culture is very important for ensuring the quality and effectiveness of educational, scientific and cultural processes of higher education institutions, uniting the values, goals and norms of behavior and communication between all participants in educational process, regardless of positions and social roles. The full development of organizational culture of higher education institutions requires the coordination of values, skills and abilities of all representatives of organization to achieve a synergistic effect.

Особенности профессиональной направленности студентов вузов в эпоху цифровизации

In the digital era, the success of the professional development of future specialists in the process of obtaining higher education largely depends on their professional orientation (PN). Despite the significant interest in the subject of the study, the problem of identifying the factors that affect PN remains poorly understood.
 The purpose of the study is to determine the factors of the formation of PN of students enrolled in training and retraining programs, and the features of PN in the digital era.
 The article reveals the content and structure of the PN of future specialists in the era of digitalization. According to the results of the empirical research, the relationship of students' PN with indicators of life-meaning orientations, motives for choosing a profession and training was revealed; the relationship between students' life-meaning orientations and indicators of motives for choosing a profession and training at the stage of digitalization of education. The factors influencing the personal condition, and the factors of the formation of the personal condition of students, who are trained according to the programs of training and retraining of specialists, have been determined.
 As a result of an empirical study, it was concluded that a negative impact on the formation of PN is created by factors caused by various life circumstances, lack of independence of decisions in choosing a profession, low reflection of life goals, prospects for the future, rigidity of volitional and personal qualities, internal conflict in the structure of personality relationships, low pleasure training and the like. At the same time, the level of PN is significantly higher among students who receive a second higher education and who understand its importance at the stage of digitalization of education.

Methodological foundations of legal education reform in Ukraine: Scientific paradigm and modern context

The study investigates the current state and defines the methodological foundations for improving the practical training of lawyers in the context of reforming legal education by establishing the features of legal regulation of legal education and its role in the state system, identifying the main problems of modern legal education, as well as analysing foreign experience in practical training of specialists in the field of law. The study uses general scientific and special legal methods of scientific cognition, including comparative legal, philosophical and functional methods, dialectical and formal legal methods of cognition, method of analysis and synthesis. The paper established that the professional training of future specialists in the field of law is currently described by a disparity between the theoretical knowledge and practical skills of law graduates, which complicates their adaptation to practical work. The authors of this study proved that the reform of the legal training system through increasing its practical orientation, determining the state needs of legal personnel of various educational levels, internationalisation of higher education, introduction of new specialisations in accordance with the needs of various spheres of legal practice, should become the basis for the development of legal education in Ukraine. Attention was focused on the need to optimise the system of training legal personnel mainly through the introduction of new teaching methods, the approval of new educational standards, considering the corresponding progressive foreign experience in this field, provided that the accumulated experience, traditions, and principles of Ukrainian higher legal education are preserved, thereby ensuring the development of future specialists with stable practical skills of law enforcement activities. It was found that in the context of the reform of legal education, it is important to establish such requirements for the educational process that would ensure that students master not only a minimum amount of knowledge, but also practical skills because practical training of students is a mandatory component of the educational and professional programme for obtaining an educational degree. In particular, it is necessary to reorient the content and orientation of educational works of applicants for legal education, which should be focused not only on repeating or reproducing theoretical material, but also on solving specially developed practical situations. The issue of increasing the duration of internships and effective cooperation between educational institutions and employers is also important. Improving the effectiveness of training specialists in the field of law through a proportional ratio of theoretical and practical content of the educational process in legal specialities is aimed at modernising the higher legal education model in Ukraine

ANALYSIS OF VALUE-MOTIVATIONAL FACTORS OF SOCIAL ACTIVITY OF FUTURE SPECIALISTS OF SOCIONOMIC PROFESSIONS

Theoretical and methodological analysis of changes in value and motivational factors for the development of social activity of future specialists in socionomic professions have been conducted. The problematic positions of socially significant qualities and personality characteristics development of the future specialist are outlined. The structural and functional components of social competence of future specialists are determined: social orientation of reflection, the ability to predict the social results of their behavior, their activity (the consequences of their actions); ability to withstand the pressure of the environment, to solve problems independently; awareness of motives for behavior, actions, reasoned independence of the individual; the expression of prosocial motivation and initiative in positive communication.
 According to the research results of values and value orientations of student youth, representative signs of the need for prosociality in civic, labor, sociocultural, household spheres of life and markers of orientation of future specialists of socionomic professions on the realization of social interests are determined. The use of the parameters of social activity development set by the system of social competencies according to professional requirements and the need for qualified support of the process of social activity development of future specialists of socionomic professions in the contexts of competence-oriented professional education is substantiated. 610 students from four higher educational institutions took part in the sociological and pedagogical research of social activity. The values of students of socionomic professions were diagnosed using a short version of Portrait Values Questionnaire-Revised – PVQ-Revised. The multiple regression equation has the following form: Extracurricular activity (composite) = 6,576 +1,469 (Social activity) + 0.507 (Power – Domination) – 0.630 (Safety - Personal) – 0,411 (Modesty). Changes in values in the process of development of social activity of future specialists of socionomic professions, which is primarily connected with changes in motivational aspects at different levels of generalization and complexity, include such constructs as values, goals, behavioral plans, which requires clarification of the characteristics of the research by qualitative analysis of social factors and identification of relevant patterns of student involvement in socially significant activities.

Personal determinants of professional development of the future specialist

The article highlights the issues of identifying personal determinations of the development of future specialists, and in particular, physical education teachers in their professional training, substantiates and empirically tests the dependence of the professional development of a future physical education teacher on his personal qualities. The author analyzes the features of the professional development of future physical education specialists in the article. Personal and professional development is viewed as an integral self-developing system based on the activity-based transformation of the personality of itself. The author identifies personal determinants that affect the professional development of a future specialist, such as professional orientation, consisting of an interest in the teaching profession and the desire to master knowledge and skills; a pedagogical vocation, which grows out of the awareness of the abilities for the profession of a physical education teacher. The author presents the results of this study, presents conclusions about the effectiveness of the experiment.

Возможности иностранного языка в развитии Soft Skills будущих специалистов

The changes at the world's labour market of the past decades demand a reconsideration of the education content, technologies and methods of teaching, ways of upbringing, and prove the importance of a deliberate development of future specialists' soft skills as an integrative personality characteristic which is necessary for successful work activities in modern society. This article aims at specifying the content of soft skills as a personality characteristic and searching the pedagogical ways of their development in acquiring professional education. The study was carried out using theoretical (analysis of pedagogical, psychological and sociological literature, synthesis of knowledge on the problem) and experimental (interviewing, conversation, polling, questionnaire, observation of educational process, analysis of learning materials and teaching resources, their experimental application, monitoring of students' soft skills development) research methods. The analysis of literature on the question allowed concluding that the structure of soft skills includes communicative-interactive, creative, reflexive, and cognitive components, and emotional intelligence. Thus, soft skills are an integrative personality characteristic representing a set of communicative, creative, and reflexive skills in combination with emotional intelligence, cognitive skills, and such personal characteristics as flexibility, friendliness, learnability, punctuality, timemanagement, leadership. Academic language disciplines, especially teaching business interaction in foreign language, are particular promising for the development of soft skills due to the diversity of applied activities and interactive methods based on communicative-interactive tasks. These tasks can be classified regarding their difficulty (simple and complex), content (social and professional), cultural barriers (monocultural and cross-cultural), and number of active participants (monologue, dialogue, group); they can be combined and deliberately made up by a teacher according to educational and professional needs. Experimental teaching business interaction with the help of communicative-interactive tasks demonstrated a systemic development of students' interactive and reflexive skills, critical and creative thinking through actualization of their own position in problem situations. The research shows that interactive learning on the basis of communicative-interactive tasks provides opportunities necessary for developing components of soft skills.

Factors of formation of foreign language communicative competence of future construction specialists through overcoming the language barrier

Employees at construction sites need to have good communicative competence on all the issues occurring there. The survey of higher school students revealed presence of language barriers in the process of communication. They should be able to cope with all the speech situations requiring proper practical language skills. Therefore, the research considers necessity of development of communicative speech skills of future construction specialists in English considering the factors that would contribute to overcoming language barriers. To realize this, the authors empirically surveyed groups of a higher school final-year students to improve their language level through mastering their communicative skills on the base of necessary teaching factors, and simultaneously eliminating possible obstacles. The research was conducted on the base of communicative method and the teaching-practicing-controlling approach supported by observing, questioning, and surveying methods. The results obtained show that proper practical development of future specialists’ communicative skills taking into account all kinds of barriers can improve their professional language growth and overcoming their speech barriers. The research results obtained one can use in language teaching practice, as well as for making some possible contribution to education and through it communication skills of research participants’ speech development.

Особенности профессиональной направленности студентов вузов в эпоху цифровизации образования

In the digital era, the success of the professional development of future specialists in the process of obtaining higher education largely depends on their professional orientation (PN). Despite the significant interest in the subject of the study, the problem of identifying the factors that affect PN remains poorly understood.
 The purpose of the study is to determine the factors of the formation of PN of students enrolled in training and retraining programs, and the features of PN in the digital era.
 The article reveals the content and structure of PN of future specialists in the era of digitalization. According to the results of the empirical research, the relationship of students' PN with indicators of meaningful life orientations, motives for choosing a profession and training was revealed; the relationship between students' life-meaning orientations and indicators of motives for choosing a profession and training at the stage of digitalization of education. The factors influencing the personal condition and the factors of the formation of students' personal condition, who are trained according to the programs of training and retraining of specialists, have been determined.
 As a result of empirical research, it was concluded that negative influence on the formation of PN is created by factors caused by various life circumstances, lack of independence of decisions in choosing a profession, low reflection of life goals, future prospects, rigidity of volitional and personal qualities, internal conflict in the structure of personality relationships, low pleasure training and the like. At the same time, the level of PN is significantly higher among students who receive a second higher education and who understand its importance at the stage of digitalization of education.

Формування загальних компетентностей майбутніх фахівців у процесі моделювання професійних ситуацій

Формування загальних компетентностей майбутніх фахівців у процесі моделювання професійних ситуацій

Subject Properties of the Future Teacher in the System of Professional Training

The relevance of the study is determined by the change in views on the professional training of specialists in the pedagogical sphere in accordance with the humanisation and subjectivisation of the socio-cultural space and the need to improve the educational process. The purpose of the article is to analyse modern scientific developments on the problem of developing the subjectivity of future teachers of education to establish their subject characteristics. The research was conducted based on general scientific theoretical research methods, in particular system analysis and generalization. The article analyses the problem of developing the subjectivity of future teachers in scientific and pedagogical literature and practice. The concept of “development of future specialists in the pedagogical field” is defined. The main directions of development of future teachers, including personal, social and professional, are considered. Psychological conditions for the formation of professional development of the individual are highlighted. The main characteristics of the subject of activity are highlighted, based on which the subject characteristics of the future teacher are determined, which, for its part, includes: the orientation of the individual, professional and psychological competence. It is established that development management of subjectivity of a future teacher as a subject of professional activity can be carried out in conditions that meet the requirements of creative professional activity. The practical value of scientific work is to determine the key subject characteristics of future employees of the educational sphere, which in the future will contribute to the development of a management system for improving the subject aspect of each individual teacher and practical updating of the educational process in particular

Social and psychological attitudes of technical higher educational institution students

The article presents the results of the first time study of the features of social and psychological attitudes of students enrolled in technical higher educational institution in various training programs using the O.F. Potyomkina method of diagnostics of social and psychological attitudes of the personality in motivational-requirement sphere. By means of correlation analysis the interrelations have been established between social and psychological attitudes within the every training program. It has been found, that for the students of "Maintenance and repair" training program the structure of social attitudes has a holistic character, whereby redistributes the energy of the most pronounced areas in frustrated sphere, suggesting a more harmonious process of personal development of future specialists. It has been found that for the students of training programs "Organization and safety" and "Ground transportation" the structure of attitudes has either hard closed areas or isolated ones, which makes the energy exchange be implemented in the framework of the motivational sphere and indicates the disharmonious process of personal development of future specialists. It has been found that surveyed students of all training programs do not have a confrontation between "altruism" and "egoism", which indicates a certain personal immaturity of the respondents. Recommendations are formulated for curators of student groups and teachers working with students in these training programs. Our proposed research algorithm can be recommended for implementation in a higher educational institution of any training program as a motivational monitoring.

Development of future teachers readiness for academic mobility

The article deals with problematic issues of international student mobility of students as a means of professional and personal self-development of future teachers. The aim of the research is to determine theoretically and empirically the socio- managerial and psychological-pedagogical conditions for the development of future specialists in the field of education readiness to participate in the processes of international student mobility. Research methods: analysis of conceptual positions and a critical review of research on the problem of international student mobility, student questionnaires, methods of descriptive statistics. The results of an empirical study of incentives and inhibitors of future teachers ' participation in the processes of educational and scientific exchange between higher education institutions are presented. Based on the results of the study, the authors provide a justification for the need to develop systematic measures to overcome organizational and managerial, competence-activity, and socio-psychological barriers to international student mobility.

Методологічні підходи до формування і розвитку критичного мислення майбутнього фахівця

Методологічні підходи до формування і розвитку критичного мислення майбутнього фахівця

Стимул «Україна» й асоціативно-смислове поле ментальних лексиконів студентів

Мета дослдіження. Здійснити аспектологічний огляд наукової літератури з увагою до рівня вивченості концепту «Україна», а також опис даних, отриманих у результаті проведення вільного асоціативного експерименту для дослідження індивідуальних моделей ментального лексикону студентів, звернувши увагу на їхні структурні особливості вираження та різновиди семантико-смислових зон, на основі чого висловити пропозиції щодо важливості розвитку рефлексивного асоціативного мислення майбутніх фахівців соціально-комунікативної сфери в системі «людина – людина».
 Методи. Використано такі загальнонаукові методи, як: а) аналіз вітчизняних і зарубіжних психолінгвістичних джерел і мотивація теоретичних підходів; б) систематизація даних теоретичного аналізу про рівень розробленості проблеми, що задекларована, та конкретизація базових підходів і принципів; в) узагальнення результатів теоретичного аналізу наукових підходів; г) аналіз експериментальних даних, їх систематизація й опис; ґ) моделювання фактичного матеріалу, що є доказовою базою висновків. Серед часткових методів використано широко вживаний метод вільного асоціативного експерименту, його ланцюжковий різновид, на основі якого визначено індивідуальні ментальні моделі, їх різновиди й семантико-смислові зони.
 Результати дослідження засвідчують неповторну специфіку індивідуальних ментальних сфер і реакцій респондентів. Експериментальним матеріалом підтверджується, що індивідуальне мовлення, на основі якого формується й розвивається ментальний лексикон індивіда, є не просто системою формальних знаків для взаємодії й комунікації: воно одночасно представляє вербальний інтелект носія мови, його систему світоглядних цінностей, емоційно-оцінну палітру реагування; є представником його психіки, досвіду, ерудиції, вербальної пам’яті та здатності її відтворювати.
 Висновки. Опосередковано через відмінні ВМ та асоціативні ряди робимо узагальнення, що вербально-асоціативне поле пам’яті в учасників сформоване й актуалізоване різною мірою, як і вищі психічні функції, що підтверджує актуальність дослідження вербальної свідомості особистості майбутнього фахівця в процесі професійного становлення.