Formation Of Key Competencies Research Articles

STUDY OF ARTISTIC FOLK EDUCATION AS A CONDITION FOR THE MANAGEMENT OF PEDAGOGICAL TEACHING

The article is devoted to the problem of inconsistencies in the implementation of art education in the State Standard of General Secondary Education of Ukraine. To achieve this goal, the task was set to demonstrate the importance of public art education as the basis for the education of young people. The study was conducted using the methods of theoretical, empirical research and general methods of scientific research.The article analyzes the forms of non-formal art education introduced by cultural and artistic figures in 2004. Restoring the experience of ethnic festivals and preserving the traditions of artistic families becomes the basis for the implementation of the state standard of general secondary education. The comparative analysis demonstrates the importance of combining different approaches in the formation of public education in the country, preserving the spiritual, moral and ideological positions of young people. The experience of leading artistic families in popularizing art education in the region is analyzed. The influence of prominent artists on the formation of interest in Ukrainian culture among international partners is studied. An example of the assimilation of individual experience of artists to the challenges of life is given.The conclusions summarize the importance of combining art and public education for the formation of key competencies, harmonious personal development, and the reproduction of the sacred meaning of art education. It has been shown that the art education sector has a number of gaps in its implementation and future development. The task of the teacher is to develop the spiritual and psychological spheres of the individual; actualization of historical, cultural, artistic or ethnographic influence; formation of skills to look for hidden meaning in the language of art: understanding the non-verbal dialogue with the author, learning to decipher the composition code and learning to understand the principle of the universe, the laws of the world continuum through art; creating parallels during lessons, trying to fill the entire educational space with art (musical minutes during breaks, musical accompaniment during intellectual tasks, the use of stimulating visual content in the space of the educational institution, visiting the workshops of artists and sculptors, holding master classes in museums), which enhances informal education.It is assumed that the creation of an artistic educational product should have a gender aspect in the popularization of influence, the economic background that always surrounds the student and determines his or her artistic and aesthetic preferences. A successful combination of didactic tools of influence and the achievements of Ukrainian folk art can become a source for implementing a comprehensive process of psychotherapy for young people in the context of war and postwar.

Art as a Basic Factor in the Formation of Key Competences in Adolescents

This article reflects the author’s views on the significance of art, in its integral entirety, as a basic factor in the formation of key competences in children and students. The concepts of competences, abilities, education through art, as well as the specific goals of visual art education in the various educational stages indicated in the normative documents – from preschool education to high school education – including the areas of competence for each of them are considered. Keywords: art, key competences, abilities, areas of competence

Peculiarities of Formation of Key Competences in Students of Higher Education Institutions for the Purpose of Preparing Future Teachers to Teach the Subject “Fine and Decorative Arts

Peculiarities of Formation of Key Competences in Students of Higher Education Institutions for the Purpose of Preparing Future Teachers to Teach the Subject “Fine and Decorative Arts

End-to-end technologies as a tool for developing sociocultural competence among inophones in the process of linguistic and cultural adaptation in the space of “urban text”

Introduction. One of the main processes associated with the stay of an inophone student who came to study a foreign language in a foreign country is linguistic adaptation in a new cultural and geographical space. The result of successful adaptation is the formation of sociocultural competence among the student, awareness of regional identity. From the point of view of the methodology for teaching the Russian language as a foreign language, it seems significant to search for the most effective technologies, methods and techniques that would allow immersing the inophone in the natural environment. End-to-end technologies used in urban space to obtain multidirectional information for native speakers and foreigners meet this methodological task. Authentic texts of chatbots, interactive maps become didactic material for the formation of key competencies of an inophone student.Materials and Methods. The scientific basis of the study is scientific works related to the methodology of teaching the Russian language as a foreign language, the problems of linguistic and cultural adaptation and the use of end-to-end technologies in linguistic education. The research materials are authentic (natural) texts of the digital urban environment: online maps, chat bots, audio guides, which contribute to a more effective linguistic and cultural adaptation of inphones to "alien" space. Based on the methods of analysis and generalization, a theoretical understanding of the experience of working with foreign students at the Nizhny Novgorod State Pedagogical University named after K. Minin. The key concepts used in the work are "digital pedagogy," "end-to-end technologies," "urban text," "regional identity." "sociocultural competence," "linguostranological adaptation."Results. The use of end-to-end technologies in the practice of teaching Russian as a foreign language is currently an effective way to develop communicative competence. Urban space provides an opportunity for direct immersion in the environment of the language being studied. In teaching practice, online cards are actively used, according to which, on the one hand, tasks can be compiled aimed at developing skills in any type of speech activity (reading, speaking, listening, writing), on the other hand, they can become the basis for project activities students. Another online tool for developing communication skills in a foreign language is chatbots. A chatbot makes it possible to learn a foreign language and maintain communication skills at a pace convenient for the student, while eliminating the fear of making mistakes, because there is interaction with artificial intelligence. The AudioGuideNN chatbot allows a student of Russian as a foreign language to enter the urban space, get acquainted with the city and learn the language at the same time.Discussion and Conclusions. Modern end-to-end technologies are effective tools for teaching a foreign language, including Russian as a foreign language. Virtual maps, audio guides, chat bots allow you to relieve the cultural shock of the urban space from a native speaker of a foreign language who is in a new environment for him, create conditions for the linguistic and cultural adaptation of a foreign speaker, and also contribute to the study of the Russian language due to direct immersion in the urban – Russian-language – text.

Development of NUS key competencies through game activities in primary school

Game activity as one of the effective teaching methods plays an important role in the formation of key competencies of primary school students. The article identifies and systematizes the peculiarities of the development of key competencies of primary school students through the use of game activities in physical education lessons. The competence-based approach to the implementation of the key reform of schooling «New Ukrainian School» through the formation of key competencies is indicated: communication in the state language; communication in foreign languages; mathematical competence; basic competencies in natural sciences and technologies; information and digital competence; lifelong learning skills; initiative and entrepreneurship; social and civic competence; cultural awareness and expression; environmental literacy and healthy lifestyle. Different approaches to the formation of key competencies of junior schoolchildren in physical education lessons through game activities are revealed. The game competence is characterized as the ability of a child to understand, create and participate in various games, which includes physical activity, joint interaction with peers, development of strategic and tactical thinking during the game, as well as the ability to follow the rules of the game and sports ethics. Further elaboration of the problem of developing students' key competencies through game activities is emphasized.

Personality Development in the Paradigm of Current Neuropedagogy

The importance of the article is underscored by the fact that the development of a child's personality in the paradigm of today's education requires special study, since the lack of generally accepted methods for forming key competences does not allow the competence-based approach to learning to develop fully. This article is based on the idea that the approaches, methods, systems and technologies widely known in pedagogy can be applied for their formation. The aim of the article is to show that the implementation of the problem-based approach contributes to the formation of key competences and development of a child's personality in the paradigm of today's education. The evolution of the educational paradigm, the whole education at different historical stages was formulated differently. Depending on the level of development of society, changes in economic formation and other reasons, different requirements were imposed on the result of the educational process. Currently, a new educational paradigm is being formed. This formation process is quite complicated. It is characterized by the fact that the previous paradigm based on the system of KSA (knowledge, skills, ability) no longer meets the requirements of modern education. The need, first and foremost, to organize and apply in practice an ever-growing volume of knowledge does not correspond to the orientation in learning to their reproduction. The article presents the essence of the competence approach, investigates the essence of the problem approach; presents the effectiveness of the problem approach within the competence approach; outlines the limits of the problem approach, outlines the development of personality in the paradigm of current neuropedagogy.

Digital economy competencies: experience and stages of formation among university students

Problem statement. In accordance with the goals and indicators of federal projects, the leading role in the formation of key competencies of the digital economy is assigned to institutions of secondary general, vocational and additional education. To form digital competencies in the field of creating algorithms and computer programs, digital departments have been created in a number of universities in the country. Based on this, the problem of the formation of these competencies among students studying in various fields of training, in the absence of a digital department at the university, becomes urgent. The purposes of the study are to analyze the existing experience of students' formation of competencies necessary for the implementation of the national program “Digital economy of the Russian Federation” and formulate proposals for improving this process. Methodology. A set of measures was carried out, including the analysis of educational training programs in order to identify disciplines, the study of which provides students with the knowledge and skills to develop algorithms, create computer programs, theoretical analysis of research in this area and the development of a methodological approach that ensures the formation of digital competencies in the field of creating algorithms and computer programs. Results. The analysis of the process of formation of digital competencies among university students, the theoretical analysis of research on this problem made it possible to identify and disclose the stages of formation of digital competencies in the field of algorithms and computer programs development. Conclusion. The result of the analysis of educational programs of universities was the conclusion about their insufficient focus on the formation of digital competencies of students. Based on the theoretical analysis of research in the field of the formation of competencies for the creation of algorithms and computer programs and their own experience, an approach to the formation of students of this competence is proposed.

ARTISTIC AND AESTHETIC TOOLS OF THE ART OF DANCE AND THE ART OF WORD AS A RESOURCE OF AESTHETIC EDUCATION OF SCHOOL STUDENTS IN THE PROCESS OF SCIENTIFIC PRACTICE

The authors of the article proposed an innovative way of aesthetic education for schoolchildren, which is carrying out scientific practice that combines literature and choreography. The advantages of using an activity approach in the formation of key competencies and end-to-end skills of a child, the application of theoretical knowledge from literature and choreography in practice, the formation of self-education skills, teamwork, successful integration into society and self-realization are highlighted. The authors emphasize that for the formation of an effective system of aesthetic education, it is necessary to use not only traditional approaches, but also to look for new ways of interaction between the teacher and the student.
 It was concluded that the system of non-traditional approaches to the organization of educational and cognitive activities is the optimal form of comprehensive implementation of the system of ways and methods and pedagogical conditions for increasing the effectiveness of aesthetic education. Generalized is not only a theoretically justified assumption, but also pedagogical experience tested during scientific practice.

The Main Aspects of New Ukrainian School: Child-Centeredness, Competence Approach, Pedagogy of Partnership

The main aspects of New Ukrainian School are considered in the article. The relevance of the article is that the educational reform launched in Ukraine in 2017 is based on a model of 9 key components, among which the prominent pedagogy is partnership, which is based on the cooperation of students, teachers and parents; the content of education is realized through the competence approach; in the educational process the main reference point is the needs of the child, ie the so-called child-centeredness. The purpose of the article: to consider in detail the implementation of key components of the New Ukrainian School Concept in domestic and foreign educational institutions: to clarify the principles of implementation of child centeredness, to reveal the essential features of the competence approach to learning, to compare the implementation of partnership pedagogy in international and Ukrainian education. Methods of work: complex (analysis of the scientific literature and synthesis). Novelty: the activity-based approach to learning is the key to the formation of key competencies of lifelong learning. Results: According to research on this issue, the main goal of each reform is to improve the quality of education. Both the competence approach, and pedagogy of partnership, and child-centeredness interact closely with each other, complement each aspect. Thus, these factors are aimed at the diverse development of the child's personality, the formation of key and subject competencies that will be necessary for life skills and will be the basis for choosing a future profession and the key to success in life. Conclusion: these factors of the New Ukrainian School Concept proclaim the preservation of the value of childhood, personal approach to the child, the development of students' abilities, creating an educational environment that provides psychological and physiological comfort.

Formation of key competencies in the sphere of engineering services

Aim. Formation of measures for training in-demand specialists in the field of engineering in accordance with modern requirements to their competences.Tasks. To analyze the global and domestic market of engineering services; to identify the key problems of formation of competencies demanded by the labor market in engineering specialists; to propose measures to introduce effective mechanisms for the formation of basic engineering competencies in the training of engineering personnel; to consider examples of effective engineering in Russia.Methods. With the help of general methods of scientific cognition the requirements to specialists in the field of engineering, conditioned by modern global trends, are defined, the key problems in the formation of competencies in engineering personnel are identified and the main directions of their solutions are proposed. The authors also present examples of effective engineering in Russia.Results. Based on the primary research of the current state of engineering staffing in Russia, a number of problems have been identified. The main trends determining the list of key competencies demanded in the engineering sphere are shown. Significant discrepancy between the Russian standardization system and the best international practices, professional standards and federal educational standards can be traced among the significant problems hindering the formation of demanded professional competencies in the field of engineering.Conclusions. To form future specialists’ understanding of the dependence of economic results of the project on their decisions, it is proposed to introduce case-based learning technologies in the educational process. The basic list of necessary competencies in the field of engineering services proposed by the authors will promote the specialist’s career advancement.

Ethno-Artistic Competence of a Music Teacher: Essence, Structure, Features of Formation

Abstract. This article examines the main competencies of a modern music teacher. The purpose of the article is to characterize the essence, structure and features of the formation of ethno-artistic competence of a music teacher. The used research methods are: analysis and generalization, modelling, synthesis. Results. It has been established that the actions of the music teacher should be primarily aimed at the formation of key competencies, since the training can be successful in which the following chain is clearly traced: from a competent teacher to a competent student. Therefore, the importance of developing new approaches to the formation of musical art teachers' rich professional, personal and creative potential, which allows realizing the educational possibilities of ethno-artistic imitation, becomes obvious. In this regard, the issues related to the interpretation of the concept of "ethno-artistic culture", the means and methods of its formation in the system of professional musical education are considered. Moreover, the author believes that it is also important that ethno-musical education should provide opportunities for ethnic, ethno-cultural, ethno-musical identification in the course of involvement in ethnic musical values for the formation of ethno-cultural identity. Conclusions. The author of the article concludes that the process of forming the future specialists’ ethno-artistic competence is effective under the following conditions: ethno-musical education should become a means of consolidating peoples, a factor in the activation of intercultural interaction in the conditions of multicultural education; it should be closely related to polymusical education (where integrative processes are strengthened, ensured by the openness of other cultures, a polymusical competence is forming, and the polymusical education role is intensifying). It has been established that the formation of a specialist who has ethno-artistic competence is more effective in the process of his/her purposeful multicultural education, which is carried out with the help of introducing a multicultural component into professional and pedagogical training, which at the same time promotes the development of intercultural dialogue under the conditions of a multi-ethnic world.

МЕТОДИКА «ПЕРЕВЕРНУТИЙ КЛАС» ЯК ДІЄВИЙ СПОСІБ ОРГАНІЗАЦІЇ ДИСТАНЦІЙНОГО ТА ЗМІШАНОГО НАВЧАННЯ ПІД ЧАС ВОЄННОГО СТАНУ

The present requires new approaches to learning. Due to the martial law, many educational institutions provide distance or blended learning. The organization of the educational process is complicated because of technical problems: lack of electricity or the Internet, availability of technical equipment, etc. In order to motivate studentsbetter, actively engage them in cognitive activities and reduce educational losses due to martial law, it is appropriate to apply the «Flipped classroom» methodology to the educational process. The main purpose of this method is to form an active student involved in the educational process who is able to think, cooperate, ask questions, help, ask for help, discuss, argue, analyse and express their own opinions. The article discusses the theoretical foundations and methodological features of this method, as well as describes the practical experience of using the «Flipped classroom» or «Flipped learning» method. Advantages of the flipped classroom: children come to the class prepared; students have the opportunity to study video materials at a pace that suits them; students have the opportunity to stop at the most difficult for their perception places; students' motivation increases; it is easier for the teacher to monitor students' progress; advanced diagnostic tools appear. The key factors that led to the emergence of the Flipped learning technology are as follows: Passivity of students in the classroom. The role of the teacher (the role of the teacher still occupies a leading position in the learning situation, and consists mainly of the transfer of information, control of knowledge and maintenance of discipline in the classroom. Unfortunately, this is not enough in modern conditions); A lack of individual approach, focus on the «average» student; Use of technologies and ICT tools; The need to increase class time for practical consolidation of knowledge, activation of students' cognitive activity and focus on complex issues; Students who are absent due to illness or extracurricular activities need to catch up on their own. Hence, the flipped model requires a professional teacher to constantly monitor the activities of their students to determine who needs help, what they need help with, and why. Teachers need to be responsive and flexible, and they need to understand that this highly active teaching style requires great pedagogical skill. Although they are less visible, instructors need to be at the top of their game to educate students in a flipped classroom. Consequently, «flipped learning» is a new, modern pedagogical technology based on a different organization of teacher and student activities, unlike the conventional one. The role of students is changing – theoretical preparation for the class is carried out using electronic educational resources, and the process of practical consolidation of the acquired knowledge is going on directly in the classroom, enabling students to become active participants in learning activities, to be independently responsible for the knowledge gained, to seek practical application of the information received, which increases the interest of students in the process of mastering the material and the formation of key competencies. Key words: martial law, blended learning, distance learning, «Flipped Classroom» methodology, «Flipped Learning» methodology.

STAGES OF FORMATION OF LEGAL CULTURE AMONG STUDENTS OF HIGHER EDUCATION INSTITUTIONS

The article examines the relevance of the formation of legal culture in future teachers of law as an important element of readiness for professional activity. The components of the concept of legal culture were theoretically established, the pedagogical process was considered, and an attempt was made to identify the main stages for solving the pedagogical problem of forming legal culture among bachelorʼs degree holders. The stages, criteria and functions that constitute the pedagogical basis of the formation of legal culture among students of higher education are defined and theoretically characterized. Ukraineʼs movement towards a democratic, sovereign, pro-European and legal state requires rethinking the role of legal culture. According to the Constitution of Ukraine, the formation of a legal culture must be considered as the acquisition of every citizenʼs right to freedom, the right to protect his life and health, the right to respect and dignity, the right to freedom and inviolability, the right to free movement on the territory of the state, the right to free development his personality, etc. The formation of legal culture must begin with the first steps of a personʼs awareness of legal aspects. And then, at each educational stage, it is necessary to deepen legal knowledge for the formation of legal competence, that is, the acquisition of the ability to protect oneʼs own rights, which are provided for by the current legislation of Ukraine.Taking into account all aspects of the Law of Ukraine “On Education”, the purpose of which is implemented through the formation of key competences, it provides for the formation of legal civil and social competence, which is connected with the implementation of the ideas of democracy, justice, equality, human rights, well-being and a healthy lifestyle, with awareness of equal rights and opportunities.
 Keywords: student of education; legal culture; criterion; stage; institution of higher education; components; readiness; legal system; competence; educational process.

Development of Key Competences in Geometry Lessons Using Life Tasks

The formation of key and subject competencies of students is not limited to the acquisition of a new one. Competences in subjects are formed when the students' own idea is manifested, new tasks are set, and they are independently solved with the help of acquired knowledge. The article deals with the tasks of forming key and subject competencies of students in geometry lessons using life tasks. The sources of compiling life tasks and examples of tasks with life content on the basis of terms known to students are considered. In order to fulfill the requirements of the state educational and subject standard "mathematics" of the general education school of the Kyrgyz Republic, the article deals with the formation of key competencies of secondary school students in the educational process based on a personal competence-oriented approach in the secondary education system. In this direction, when teaching mathematics and geometry in secondary school, students are invited to independently compose life tasks, in relation to the seed productivity of agricultural fields, including local conditions in accordance with life situations, and tasks that arise in everyday life and in various directions. And also, in the article it is noted that these types of tasks are important in the formation of key competencies specified in the goals and objectives of the national standard in training on a competency-based basis. In the process of teaching mathematics and geometry in a general education school, a connection with other subjects was noted, and the similarity of the corresponding formulas was given.

ТЕОРЕТИКО-ПРАКТИЧНІ ЗАСАДИ КОНЦЕПЦІЇ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

Taking into account the current state poli-cy in the field of national education at today's stage and the tasks that the New Ukrainian School has to solve as the subject of his research, the author chose a topical topic both in terms of its theoretical and methodological significance, and in terms of invaluable practice, in partic-ular regarding the formation of key competencies at all levels of national education.The author of the study emphasizes the complex of competencies and the hierarchy of their improvement. The formation of competences, which are fixed at the legisla-tive level in accordance with world standards with the entry of Ukrainian education into the educational space of the European Union, is outlined.A comprehensive analysis of this lacuna in the struc-ture of national education makes it possible not only to understand the reasons for the educational reform, but also the results and consequences, whatever they may be, in order to objectively assess and find ways to further improve the educational process in the country, despite the current difficult period – the war started by Russia in Ukraine.Special attention during the analysis is paid to the content in the process of forming students' competencies with a projection on further success in learning at various levels of education, self-awareness of their acquisition in order to obtain a profession and be competitive in the difficult, complex world of globalization processes and transformations.This set of tasks is to determine the main path of theo-retical and methodological processes and an approach in the context of their complex formation in the conditionsof the New Ukrainian School. After all, it is this link of edu-cation that lays a solid foundation for their further im-provement at new, higher and quality levels of education. Attention is also drawn to another subject of the educa-tional process – the figure of the teacher and his role and pedagogical skills in the implementation of this important task.This problem can become a separate study. All this in a complex will give a real picture of the domestic educa-tional process in the direction of the formation of the com-petence system. Today, this is the main thing in the im-plementation of the New Ukrainian School concept

Професійна діяльність вихователя в сучасному закладі дошкільної освіти

The article is devoted to the topic of professional activity of a teacher in a modern preschool education institution, which is relevant in pedagogical theory and practice. The article reveals the peculiarities of professional activity of a teacher of a modern preschool education institution based on the competence approach and in the context of conceptual changes of the New Ukrainian School. Emphasis has been placed on the values, the main task and the content of modern preschool education, which must be implemented by a teacher of a preschool education institution, as well as on the special requirements for the personal qualities of a modern teacher. The article states that the purpose of professional activity of a teacher is to organize the education, upbringing and development of educatees during their pre-school education through the formation of key competencies. For its implementation, a teacher of a preschool education institution needs to have established competencies – general and professional, which are defined by the Professional Standard. The essence of the professional competences of a teacher of preschool education institution has been revealed in view of the peculiarities of his professional activity in modern conditions of education reform. In the scientific research, attention has also been focused on the main functions of a teacher, their essence has been characterized. The labor functions of a teacher of preschool education institution in unity with professional competences have been presented.

Реалізація технології проєктного навчання в курсі математики 6 класу НУШ

The effectiveness of project-based learning technology has been proven by advanced pedagogical experience, while some aspects of the process of implementing this technology, which is provided for by the Concept of the New Ukrainian School, require clarification and improvement. In the submitted article, the authors present the methodical development of a system of educational projects for the implementation and deployment of the 6th grade mathematics course: «Time Absorbers», «Volunteer Activity», «Journey along the Rivers of Ukraine», «Ukrainian Borscht», «Golden Intersection», «Journey across the Air Ocean», «Green clothes of the plane», «World of professions and mathematics». The system of educational projects is presented in the textbook «Mathematics. 6th grade» (in two parts) by S. Skvortsova and K. Niedyalkova, according to which each section or topic ends with an educational project that has its own topic, purpose and structure. The purpose of each educational project is determined, first of all, by the requirement of the formation of subject mathematical competence, the need to generalize and systematize the educational material. Each educational project developed by the authors has as structural components a motivational component, the creation and setting of a problem situation, advice on the implementation of the project, and reflection. The authors of the article present some results of the testing of the presented methodology; an analysis of the survey of sixth-graders of the Odesa Lyceum «Mriya» who participated in the experiment was conducted. The authors demonstrated that project-based learning allows for the integration of the content of various educational fields based on key competencies, in particular, competence in the field of natural sciences, engineering and technology, information and communication, environmental, cultural competencies, innovativeness, entrepreneurship, and financial literacy, among others. Under the condition of successful implementation of project-based learning, students’ motivation to study the subject improves and the level of educational achievements increases. Keywords: mathematics, basic school, New Ukrainian school, project learning, integrated learning, activity approach, formation of key competencies.

БИОЭКОЛОГИЧЕСКИЕ НАУЧНО-ИССЛЕДОВАТЕЛЬСКИЕ ПРОЕКТЫ ШКОЛЬНИКОВ (МЕТОДИЧЕСКАЯ ПОДГОТОВКА СТУДЕНТОВ В ХОДЕ ПРОИЗВОДСТВЕННОЙ ПЕДАГОГИЧЕСКОЙ ПРАКТИКИ)

The methodology and content of the project activities of students in biology is relevant in a modern school and should be applied in educational activities. Project activities have a fruitful effect on the personality of students, include them in social and research work. This work provides for the implementation of a system of sequential actions, makes it possible to express one's opinion and realize individual goals and objectives, to realize ideas, forms competencies aimed at searching and analyzing information, collecting data, observing and experimenting, helps develop communication skills and contribute to the product by group or individual work. Also, students most often acquire competence in the use of ICT. Each student acts simultaneously as an organizer, executor, expert of activity. Since the biology curriculum includes knowledge from many academic disciplines, the project activity clearly implements interdisciplinary connections. The knowledge acquired by students in the course of project activities is more solid. The analysis of work on project activities shows that students increase the level of formation of key competencies (problem setting, goal setting, planning and evaluation of the result, search and processing of information, written communication, oral presentation, group work), which is recommended in the Federal State Educational Standard.Based on the data of various events for students in the Samara region, an analysis of the topics, content and quality of projects in biology and ecology was carried out, the main shortcomings were identified, and recommendations were given for their elimination. Developed, implemented and presented as examples of projects in grades 5-9 on the general topic «Medicinal plants». The proposed study is of practical importance, since the materials and conclusions can be used in the organization of educational and scientific and educational work of schoolchildren in the process of bioecological education and methodological training of students in the course of industrial pedagogical practices on the basis of Samara State University of Social Sciences and Education.

THEORETICAL ANALYSIS OF THE CONCEPTUAL PRINCIPLES OF PROFESSIONAL AND PEDAGOGICAL COMPETENCES OF FUTURE TEACHERS OF VOCATIONAL EDUCATION

The article is devoted to the theoretical analysis of the conceptual foundations of the problem of formation of professional and pedagogical competencies of future teachers of vocational education. The relevance of diagnostics of the levels of formation of key competencies among future teachers of vocational education in the context of the new standard of higher education is substantiated, and an analysis of scientific research on the outlined problem is carried out.
 Competence characterizes the specialist's ability to realize their human potential for professional activity. Competence of a specialist with a higher education is the desire and willingness to realize one's potential (knowledge, skills, experience, personal qualities, etc.) for successful productive activity in the professional and social sphere, being aware of its social significance and personal responsibility for the results of this activity. activity, the need for its constant improvement. The article analyzes the concepts of "competence" and "competency", defines the essence of the concepts "competent" and "competence approach". The problem lies in the large number of definitions and the lack of a generally accepted one.
 In addition, the article analyzes the regularities of the functioning of the higher education system, considers the problem of criteria for determining pedagogical competencies. In the context of the formation of the professional competence of the future teacher of vocational education, its components are defined; the professional and pedagogical competencies specified among the program outcomes of study according to the new standard of higher education are explained. The essence of the formation of professional and pedagogical competence in the process of educational and cognitive activity according to the new standard of higher education is revealed. The content of evaluative competence, the essence of evaluative skills of a teacher of vocational education was analyzed, and the specifics of modular training were revealed. The need to develop a new toolkit for assessing the competencies of future specialists, teachers of vocational education is substantiated.

За предизвикателството „формиране на ключови компетентности“ чрез природонаучно образование на учениците в началното училище

The formation of key competencies as a contributing factor to the development of human personality is among the many challenges of our time. Based on the results of the participation of fourth graders in national and international assessments, the article presents the author’s conceptual model for developing key competencies through natural science education of elementary school students, structured and operating at a synergistic level. The synergistic approach is applied in the complex and unbalanced process of developing key competencies, which emphasizes the paradoxical property of ‘emergence’ as a consequence of the overactive effect of forming competencies in the development of the student’s personality. Adaptive solutions for sustainability of the processes are proposed through progression and multiplication of the effects of developing competencies in the field of natural science education.