Field Of Professional Education Research Articles

Problems of digital inclusion in vocational (vocation-technical) education institutions

The content of the article presents an analysis of the problems and trends in the development of modern digital technologies of inclusive education in the field of professional education, taking into account the development of relevant guidelines for customers of educational services. Current problems of digital inclusion in vocational education institutions are considered, namely: high-quality digital Ukrainian-language content that is accessible to various nosologies of education seekers with special educational needs, and the problem of training pedagogical workers in educational institutions to implement the concept of digital inclusion. It was determined that the use of digital technologies means a paradigm shift in approaches to teaching and learning, which is a potential for the transformation of professional education and an opportunity for customers of educational services to succeed in the global economy, ensuring the personalization of the educational process and overcoming the distance between the academic environment and production. At the same time, realizing this potential requires concerted action to address issues such as the digital divide, technology obsolescence, and quality and trust issues. In the context of inclusive educational innovation, digital accessibility is an important aspect of ensuring that all people, including persons with disabilities, have equal access to digital technologies and services. During the study of trends in the development of modern learning technologies in the field of professional and technical education, the staff of the department conducted an analysis of the interaction of inclusive learning technologies and modern digital technologies, focused on understanding how these two elements can interact to create an inclusive educational environment. The ways and possibilities of using digital technologies in the process of inclusive education are determined. The implementation and integration of digital technologies requires significant investment in infrastructure and ongoing support to ensure their sustainability and effectiveness. A successful example of such an infrastructural solution is the single educational-digital ecosystem of the Bilotserk Institute of Continuing Professional Education, which combines the intellectual, scientific, professional, educational, and technological potential of the subjects of the network educational-digital environment, provides for the use of digital, andragogic and interactive technologies in virtual space. The findings of the study indicate that although digital technologies have the potential to significantly improve the quality of vocational education, their successful implementation depends on addressing the associated challenges. It is important to constantly evaluate, study and introduce new initiatives in the field of digital learning and digital inclusion into the educational process, constantly update the educational process through the integration of digital technologies, ensure the appropriate quality of educational programs and resources.

The Phenomenon of “Artificial Intelligence” in the Formation of Transversal Competencies of the Future Teacher: Pros and Cons

This article updates the problem of professional training of the future teacher in the context of rethinking the education process, forming a system of knowledge, abilities and skills necessary for the professional competitiveness of the future specialist. An attempt was made to draw attention to the urgent need to modernize the educational process in the context of searching ways to effective adaptation of modern youth to the realities of the 21st century. The importance of the term “transversality”, which previously functioned in a highly specialized environment of mathematical sciences, is emphasized in order to explain its modern interpretation in the field of professional education. The rapid processes of globalization and the consequences of the fourth scientific and technical revolution 4.0 (since the middle of the 20th century), which encompassed the intellectual activity of mankind, contributed greatly to the informatization of society, highlighted the need to develop the ability to solve problems related to technological achievements and intercultural communication. A special role is assigned to the use of artificial intelligence (AI) in education and science; analyzed the research of Ukrainian and foreign scientists dedicated to the study of the processes of perception, understanding and use of artificial intelligence by a modern student. The positive and problematic aspects of the introduction of the capabilities of artificial intelligence in the educational process of higher education institutions are considered; impact of computerization on all spheres of social and economic life of society is proven. It was concluded that in modern education it is necessary to develop awareness and understanding of the complex nature of artificial intelligence, ethical norms of its application in the educational process; to form the skills of a conscious approach to determining the degree of effectiveness of the achievements of innovative processes.

Особливості підготовки менеджерів в період дії воєнного стану

Today's main task is to preserve the life and health of everyone who resides, lives, works and studies in Ukraine. In the conditions of the war, the Ukrainian education system underwent many different transformations, as the situation in the country constantly required its adaptation to the extraordinary circumstances and needs of society. The purpose of the article is to reveal the peculiarities of the training of managers during the period of martial law. The transformational processes in the field of professional education in martial law conditions were characterized. The accumulated experience of distance education, which was obtained during the pandemic and can be useful in military operations period, was evaluated. It was found that the experience of using distance education provides valuable lessons regarding the organization of effective training of higher education students in conditions of limited opportunities. This experience can be an important reserve for a reliable and effective education system in difficult circumstances such as wartime. Inclusive education is of particular importance in the conditions of martial law and the post-war period. Inclusive education for injured persons provides an opportunity for quality education and contributes to their full social inclusion and sense of self-worth. Such an education emphasizes the capabilities of each person, not limitations. Based on the research results, the professional competencies of managers were proposed, which are based on the principles that allow the professional qualities of future managers to be formed, taking into account the challenges of wartime. The training of future managers must consider the complex and tragic challenges of today, and this involves quick adaptation to changes, profound social responsibility, a global view of international challenges, resource efficiency and rationality when making decisions, and effective crisis management skills. These traits will help future leaders at all levels to be competent and effective in solving our society's most complex challenges.

INFORMATION TECHNOLOGY AS A FACTOR FOR IMPROVING THE TRAINING OF MODERN TEACHERS

The article analyzes developments in improving the training of modern teachers, considers the concept of «quality of education». Emphasis is placed on the fact that a modern specialist in the field of professional education must have a system of developed skills and abilities for the introduction of information technologies into the educational process to improve the assessment of the quality of education. An interpretation of the concept of «information technology» is provided. The author notes that due to the growth of information flows, the use of new pedagogical technologies, the need to meet the needs of personal and professional development of teachers, who are sometimes not fully prepared for the introduction of innovations in the educational process. This leads to certain difficulties in professional activities, including: organization of project and research activities of education seekers; development and implementation of methodical models, technologies and methods; analysis of the results of the educational process and their further use during the design of pedagogical activities; study, generalization and creative use of advanced pedagogical experience. It is noted that the structure of the readiness of future teachers of professional education includes the following components: motivational component as a set of motives adequate to the goals and tasks of pedagogical activity; a content component related to the cognitive sphere of a person and constitutes a system of knowledge necessary for productive pedagogical activity; operational component − a set of abilities and skills of practical problem solving in the process of pedagogical activity. a substantive analysis of the above definitions shows that there are currently two most distinct approaches to the definition of educational information technology. It is noted that in the first case, it is proposed to consider it as a didactic process, organized using a set of fundamentally new means and methods of data processing introduced into the education system, representing the purposeful creation, transmission, preservation, and display of information products with the lowest costs and in accordance with the laws of cognitive activity education seekers. In the second case, we are talking about the creation of a certain technical learning environment, in which information technologies occupy an important place.

METHODOLOGY OF ORGANIZING INDEPENDENT WORK OF FUTURE QUALIFIED WORKERS IN BLENDED LEARNING CONDITIONS

Relevance. The research is driven by changes in the field of professional education, the implementation of blended learning in professional (vocational-technical) education, the necessity for distance and online learning, preparation of future qualified workers for independent learning and self-organization, which requires the search for new approaches by pedagogical staff in organizing their independent work, and the need to develop a methodology for organizing the independent work of future qualified workers in blended learning conditions. The aim is to highlight the results of the research and methodology of organizing the independent work of future qualified workers in blended learning conditions, to enhance the effectiveness of organizing and conducting independent educational work by pedagogical staff, and the quality of its execution by educational seekers. Methods: studying scientific literature, normative-legal documents, empirical data regarding the organization of independent work of future qualified workers in blended learning conditions, to identify the current state, analyze the methods of organizing independent work of educational seekers in the conditions of blended learning in institutions of professional (vocational-technical) education. Results: Based on the analysis of scientific literature, normative-legal documents, and empirical data, trends in organizing independent work in institutions of professional (vocational-technical) education have been identified and analyzed; a methodology for organizing the independent work of future qualified workers in blended learning conditions has been developed; its concepts and implementation stages have been defined. Conclusions: The implementation of the developed methodology contributes to the successful performance of educational tasks by learners, mastery of professional knowledge, formation of skills and abilities, development of self-organization skills, work and time planning, self-control, enhancement of the level of digital culture, which prospectively will manifest through increased levels of confidence and independence of the individual, ability to plan one's time, interact in a digital society, be competitive in the labor market, mobile, and professionally grow throughout life.

FORMATION OF STUDENTS' SCIENTIFIC OUTLOOK: SOCIO-CULTURAL PROJECTION

Actual scientific researches and issues analysis such figures as: N. Selivanova, M. Borytko, Yu. Manuylov, A. Mudryk, V. Petrishchev, L. Novikova, V. Yasvin, etc. studied the role of the social environment in personality development; investigated psychological and pedagogical problems of management and communication in the field of professional education: H. Shpak, I. Biochinskyi, O. Berkovich, A. Ivanytskyi, V. Loskot, S. Kuzmenko, P. Reshetnikov, A. Shestakov, and others. The research objective. To create and implement in the educational process the methods of implementing the conditions for the formation of the scientific worldview of students under the correct influence of the social projection of students. The statement of basic materials. At the current stage of the development of our society, the formation of the scientific outlook of students is an extremely important topic. Its importance lies in the fact that the higher education system should provide future specialists with knowledge, correct orientations, and stable views. An important and effective tool is social projection, which provides the development of personal qualities and communication skills necessary for productive social interaction and self-realization. In its structure, we distinguish four interrelated components: motivational and valuable (participation in social relations, interactions); cognitive and informational (knowledge of social reality, norms and values of modern society); personalreflexive (necessary for constructive interaction and self-realization in modern society); communicative and active (to develop the ability of constructive social interaction).

CONTINUING EDUCATION AND PROFESSIONALIZATION IN POST-MEDIUM COURSES IN EDUCATIONAL ROBOTICS

Approach to Technical Post-Secondary Courses, aiming to analyze the perspectives of the offer as a policy to promote continuing education in the field of professional education, aimed at graduates of technical courses at secondary level. It presents the characterization of the courses and the implementation process, as well as training possibilities in the field of educational robotics. The qualitative research, based on the critical dialectical framework, was based on the theoretical contributions of Gramsci regarding the perspective of a unitary school and Candau regarding the notion of continuing education. Bibliographical research was carried out, complemented by documental research encompassing legislation on Professional and Technological Education, obtained through the Planalto Legis application. Post-medium courses seek to equip technical professionals to carry out specialized services and present notions, fundamentals and practices based on entrepreneurial conduct, permeated by innovation, ethics and social responsibility. In addition, they refine the training of graduates from technical courses, raising opportunities for professional improvement, and, consequently, the human development index, articulating science and innovation, especially in the field of educational robotics.

СURRENT MODELS OF PUBLIC-PRIVATE PARTNERSHIP IN THE FIELD OF PROFESSIONAL (VOCATIONAL-TECHNICAL) EDUCATION

The relevance of the article is determined by: the constant changes and challenges in the field of professional education and the development of public-private partnerships; the necessity for people to adapt to new technological and economic realities, which requires finding new ways of cooperation between public institutions and the private sector in education; the need for domestic professional education to create effective methodological recommendations for the development of public-private partnerships to improve the quality of professional education, enhance the competitiveness of graduates of professional (vocational-technical) education institutions in the labor market, and innovative development of the Ukrainian economy. Purpose: to conduct a theoretical analysis of public-private partnership in the field of professional (vocational-technical) education and determine the modern models of its operation. Methods: theoretical analysis of the source base – to study the normative documents and laws that regulate public-private partnership in the field of professional (vocational-technical) education and determine its various models; comparative analysis – to identify the common and distinctive characteristics of the identified models of public-private partnership, revealing the peculiarities of their operation; expert evaluation – to obtain recommendations regarding the prospects for the development of public-private partnership in the field of professional education in Ukraine. Results: an analysis of legislative and regulatory documents on the development of public-private partnerships has been carried out; contemporary models of public-private partnership have been identified and analyzed; their features and advantages have been revealed and characterized, which can be used to improve public-private partnership in the field of professional education in Ukraine; the existence of a link between the effectiveness of the partnership and the quality of future professionals' training has been noted; significant opportunities and prospects for this form of collaboration have been outlined. Conclusions. The modern models of public-private partnership in the field of professional (vocational-technical) education include: the partnership model at the legislative level (main attention is paid to the regulation of relations between public and private education entities through the adoption of relevant laws and regulations); the project collaboration model (focus is on the implementation of specific educational projects and programs in conjunction with private companies and organizations); the joint financing and resource provision model (partners jointly finance educational programs and provide access to necessary resources); the partnership model in the form of entrepreneurial activity (includes cooperation with private enterprises and the creation of joint educational enterprises). There is a growing interest from both public and private entities in participating in partnerships in the field of professional education, which can be favorable for the further development of this sector. The positive aspects of public-private partnership include improving the quality of education, expanding financing opportunities and access to resources, and creating practical opportunities for educational attainment. Challenges that exist in the development of the partnership include: the need for legislative regulation, ensuring transparency and effectiveness of cooperation, and resolving issues of intellectual property.

КОМПЬЮТЕРНАЯ ВИДЕОИГРА КАК СРЕДСТВО ОБУЧЕНИЯ БУДУЩИХ ПРОФЕССИОНАЛОВ

The paper deals with the transformation of pedagogical technologies used in the educational process in accordance with the requirements of the time and technological advances. The purpose of this paper is to analyze the possibilities of using computer video games in the system of training future professionals. The paper presents the types of computer video games, indicating in which educational areas they can be used, describes the successful practices of using games in the educational process, analyzes the advantages and disadvantages of gaming technology. The paper will be of interest to specialists in the field of professional education. Keywords: digital technologies

Approaches to the formation of the communicative personality of the future teacher in the classroom of the course «Academic eloquence»

The paper attempts to develop a set of approaches to the formation of the communicative personality of the future teacher in the classroom of the course Academic eloquence in the magistracy, to systematize and summarize the experience of using rhetorization technology in order to teach strategies and tactics of professional speech in the academic field. To teach undergraduate students academic eloquence, it is necessary to take into account the structure and characteristics of the teachers communicative personality, the leading strategies and tactics of academic discourse, genre features of academic speech and productive technologies used in the field of professional education of future teachers. In this regard, the author tried to formulate approaches to the formation of the communicative personality of the future teacher, reflecting the traditions of academic eloquence and modern trends in the field of professional rhetorical education, to identify and substantiate the didactic potential of the textbook of Doctor of Pedagogical Sciences T.A. Ladyzhenskaya. The author reveals the concept of the communicative personality of a teacher and describes a set of basic pedagogical approaches to organizing the effective work of students in the classroom of the course Academic eloquence. The conditions are discussed that determine the effectiveness of organizing classes, enriching students with communicative experience in the field of professional communication and rhetorical practice, forming value attitudes and the ability to select the optimal language means when creating academic speech as a means of solving professional problems. Within the framework of considering the value-axiological, genre-oriented, personal-professional and problem-praxeological approaches to the formation of the communicative personality of the future teacher, the methods of rhetorization technology at the level of teaching the subject are described: rhetorical analysis, rhetorical task and rhetorical game. The introduction of the considered approaches and techniques into the educational process made it possible to bring training closer to the needs of modern academic practice and showed its effectiveness in the formation of general cultural and general professional competencies necessary for a future teacher.

Media space as an element of the digital educational ecosystem

In response to the challenge of informatization of social processes, an information space and a digital educational environment emerge and develop in the field of professional education. Purpose of the article: analysis of the digital educational ecosystem of professional educational institutions. Methodology. The study analyzes the electronic elements used in the modern digital educational ecosystem. Competencies identified by cluster analysis of competency models are presented. Findings. The media space as an electronic environment created by technical means of communication is one of the key elements of the digital educational ecosystem, which allows creating innovative conditions for the development of vocational education

Experience of Enhancing Cross-Border Collaboration in professional training of industry personnel

The article considers the problem of the fourth industrial revolution influence on changing the forms and educational technologies of personnel professional training of industry personnel and justifies the importance of cooperation between educational organizations of different countries in coordinating professional training programs. The authors explain the importance of harmonization and coordination processes of the Bologna project by the factors of the objective pattern of changing the technological paradigm and the formation of technoscience, diversifying educational technologies, which is actualized by the growing need for new generation specialists. The article emphasizes the importance of international cooperation and international interdisciplinary interaction in the development of forms and technologies of professional training in the logic (The Project of the Digital Competition of EU). On the example of educational projects of Russia and China in nuclear energy, the authors show the mutual influence of factors for the development of professional education in different countries. The article analyzes promising areas of professional training, based on the experience of mutual cooperation and the practice of diversifying programs in Russia and China, including the development of nuclear medicine, wind energy, ASU SMART- cities, the creation of digital products and environmental projects. The methodology of the article is based on research in the field of professional education in the context of informatization and the strategy of digitalization of production technologies, noting the special importance of engineering training in China.

The quality of professional education in the context of today's challenges (the example of future railway transport specialists education)

The article reveals the essence of the definition of "quality of education". The essence of notion is analyzed, based on the conceptual foundations of professional education reform. The components of modern professional education are decentralization of management and funding; social partnership in the field of professional education and training and the labor market; quality of professional education. The system model of railway transport specialists education is built and substantiated.
 The problem of education quality in global European dimension is analyzed. The quality of education today is seen as a process and as a result. On the one hand, the "quality of education" is a process that meets human needs for knowledge and demands of society. On the other hand, "quality of education" is the result of educational institutions activities which allows to assess the level of pupils, students (future specialists) education in accordance with the requirements of educational standards, curricula, etc.
 The necessary steps to be taken to ensure the quality of higher (professional higher) education are considered and analyzed. The main components of the quality of education are considered and studied. The structure of the definition of "quality of education" is built and substantiated from the standpoint of a systematic approach. The role of monitoring the quality of education is revealed and their functions in professional training and in the educational process are singled out: ascertaining, controlling, strategic.
 The essence of qualimetry as a science is revealed, which allows to quantify the quality of objects, things, processes, phenomena. The principles of qualimetric science (quality as a synthesis of properties of the studied object or phenomenon; satisfaction of specific needs of an individual or society; degree of satisfaction of needs; specific units of measurement; absolute indicators from experimental results; calculation of relative indicators; weighting factor of each property of the studied object or process, comprehensive quantitative quality assessment).
 Analysis of the qualimetric model for assessing the quality of education in college was built and carried out (on the example of the Kyiv College of Transport Infrastructure).

Continuing education potential to form research competence of students

The constantly changing labor market requires the formation of specialists with a desire for self-improvement, capable of moving from one type of activity to another, perhaps not related to the previous one. This task can be called a priority in the field of professional education, which dictates its relevance for mathematics education. When setting the formulated problem and solving it, special attention should be paid to recognizing the importance of the formation and development of the educational potential of the creative activity of students. The article presents an analysis of the possibilities of a continuous education system, put forward theoretical provisions and pedagogical conditions for the effective formation of research skills of students within this system. The characteristic of the structural-content model of the formation of the research competence of future teachers (or specialists of other professions requiring the formation of research competencies) in the system of three-level education is given on the example of studying one of the directions of discrete mathematics.

МОТИВАЦІЯ ЯК ПЕДАГОГІЧНИЙ ЧИННИК РОЗВИТКУ СОЦІАЛЬНОЇ АКТИВНОСТІ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНИХ ПРОФЕСІЙ В НАВЧАЛЬНІЙ І ПОЗАНАВЧАЛЬНОЇ ДІЯЛЬНОСТІ

The article reveals the importance of the motivating factor in the structure of social activity of the individual and its role in activating the mechanisms of social activity development of future socionomy specialists representatives in the system of educational influences during the training of HEI. Psychological, pedagogical, culturological and sociological aspects of research of interactive mechanisms of social activity development in the light of the newest psychological and pedagogical researches in the field of professional education and the point of effective pedagogical influence on these processes are defined. The parameters of motivational factor research as a semantic element of structure of the person social activity development and a technique of empirical research of motives of participation / non-participation of future experts of socionomic professions in extracurricular social activity are substantiated. According to the results of empirical research, the most influential motives for extracurricular social activity (pragmatic, cognitive-hedonistic communicative-expansive, networking, motive of self-realization and cooperative / collaborative) and the least influential motives for extracurricular social activity (respectable-reputational, egocentric and economic) have been identified. Latent factors were identified: a) «Motivation for growth and development» (pragmatic, cognitive-hedonistic, self-realization motive, cooperative, communicative-expansive, altruistic, professional training); b) «Compensatory motives» (covered motives search of respect and recognition, economic, egocentric, motive of influence, causation). The analysis of motivation indicators for non-participation identified latent factors: a) «Demotivators» (motives of «Economic disinterest», «Lack of abilities», «Autonomy», «Inhibition of student initiative by the administration», «Employment», «Formalism»); b) «Distracting / competitive motives» (motives of «Employment in other matters», «Romantic relationship», «Centring on vocational education». Key words: social activity, future experts of socionomic professions, extracurricular activity, motivational factors social activity development, extracurricular social activity.

Situational and game technologies of training in students’ professional competence development

The transition from traditional educational paradigm to competence one has marked new ways of higher educational institutions development. The implementation of modern Federal state educational standards requirements has determined the need to use modern specialist methods in training that develop students’ competence and the ability to carry out highly qualified professional activities. Higher education institutions face the task of implementing technologies that contribute to the development of practical orientation of students, their independence in this process. The purpose of the article is to reveal the experience of using situational-game technologies of training, as one of the most practice-oriented, aimed at activating students’ students, contributing to professional competence development. The concept of "technology" came to education from the sphere of production. Technologization implies a clear subordination to a certain algorithm of actions, so the technology allows you to achieve specific results in the allotted amount of time. In the field of professional education, technology has changed, but its meaning remains the same-the regulation of the activities of the subjects of the educational process to achieve the planned goals. The article defines the essence of educational technologies in the training of University students, reveals the features of their application, the role and advantages of situational and game technologies of training in the conditions of implementation of the competence approach. The research given in this article shows the importance of game educational technologies and the prospects of their use in the training a highly qualified, creative specialist who can quickly solve professional problems in non-standard ways.

THE METHOD OF TRAINING COMPETITIVE SPECIALISTS WITH THE USE OF COMPUTER TECHNOLOGY

The current situation in the national and global economy is characterized by uncertainty, a high level of risk, and significant variability in social and financial conditions. Universities and colleges – educational institutions that provide services in the field of professional education – also feel the significant impact of these transformations, which affects the level of demand for various specialists, due to the urgent needs of the formed market and aimed at improving the adaptive skills of a professional in modern conditions. Nowadays, the specialist is forced to adapt to the needs of the labor market, which are characteristic for such processes as the decline in demand in low-skilled labor force; the emergence of a special “stratum” of highly competent workers ensuring the proper functioning of complex and expensive machinery; a decrease in the number of persons employed in production, and expansion of personnel whose work responsibilities are related to construction, design, maintenance, promotion; encouraging employees who are able to handle the latest devices and units and speak a foreign language (usually English) within the framework of their profession; active search for managers who are able to build collective activities, use human and inanimate (material, chronological, etc.) resources with the maximum possible result; increasing attention to specialists who demonstrate a high level of professionalism at the very beginning of an adult career. The current period is characterized by intensive modernization of the educational services market, which encourages universities and colleges to apply a new strategy for training qualified personnel. The teacher should intelligently alternate teaching methods and techniques to ensure the training of competent professionals in demand on the labor market. It is expected that the variety of these ways will awake students’ interest in learning new things in the educational process. The function of a teacher is to strengthen the motivational foundation of students’ activities, encourage them to acquire and master new knowledge and skills without assistance actively, to intensify cognitive needs, to increase interest in academic discipline with the help of modern technologies.

Pharmacy educators' views on graduate attributes and case-based learning in an undergraduate degree

Background and purposeThe nature, form, and process of activating graduate attributes is an expanding research focus within the field of professional education. The focus on graduate capabilities has led to higher education institutions interrogating current curricula practices with a view to exploring innovative ways to transform curricula and pedagogy. This article explores pharmacy educators' views on which graduate attributes are important and investigates the role of case-based learning (CBL) in developing graduate attributes in a single university program. Educational activity and settingThis qualitative study is based on data drawn from reflective interviews with pharmacy educators on graduate attributes and from document analysis. Data were analyzed against a framework of graduate attributes and grouped into three domains encompassing knowledge and action as well as construction of graduates' identities as members of a profession. FindingsThe graduate attributes identified by pharmacy educators resonated with the extant literature, organizational policy documents, and the professional council's accreditation framework. The domains of knowledge (Domain 1) and possessing and displaying (Domain 2) are sufficiently addressed in the curriculum. However, engagement with identity construction and roles and responsibilities (Domain 3) appears to be relatively less-developed through CBL. SummaryWhile CBL in its current form exhibits limitations with regard to developing Domain 3, it has the potential to develop this through emotionally rich cases, role models, and greater integration of CBL and inter-professional education (IPE) as well as making graduate attributes more explicit within the curriculum.

Technology "Debate" as a tool for communicative competence development

The task of a modern university is to produce a highly qualified and competent specialist, ready for independent implementation of professional activities. Communicative competence is one of the fundamental in such preparation. The purpose of the article is to review the experience of implementing the Debate technology as an effective means of developing communicative competence of future vocational training teachers. The article focuses on the specifics of their future activities, its features and conditions, as well as their role in the field of professional education. The teacher of vocational training carries out pedagogical, educational-production and organizational-methodological activities in students training in secondary vocational schools. The basis for the implementation of his professional activity is the construction of effective interaction in the classroom between the teacher and students. For this, future teachers of vocational training must master communicative competence which is one of the main components of their future activities success. The article reveals features of the "Debate" and their capabilities in students’ training. The study allowed us to check the level of communicative competence development in dynamics, as well as to identify the level of students' motivation before using the Debate technology and after. Based on the data obtained, we can talk about the effectiveness of technology implementation. "Debate" provides ample opportunities for students to develop interaction skills, conduct constructive dialogue, select arguments, effective interaction strategies, the ability to balance emotional stress during the discussion, the ability to speak in public and other skills that contribute to the development of communicative competence and provide highly qualified specialist training.

New Approaches to Vocational Guidance at School in the Changing World of Professions

Effective professional orientation of school students is considered as a prerequisite for their professional self-determination and achieving a state of success in the field of professional education. The barriers that prevent modern Russian schools from coping with the task of vocational guidance for school students are shown. Among them are overloaded teachers, undeveloped network links with universities, colleges, labour organizations, word force fluidity, and others. The author reveals the institutional prerequisites for developing new approaches to school career guidance. The article analyses the foreign experience of implementing vocational guidance for schoolchildren and shows its connection with their educational success.