Master's Training Research Articles

Use of the Moodle Platform in Higher Education Institutions During Training Masters: Experience Under Martial Law

With the development of information technologies, elements of distance learning were gradually introduced into the educational process. Today in Ukraine, in the conditions of a full-scale war, distance learning is a means that helps preserve the functioning of Ukrainian universities. But at the same time, the emergency deployment of distance learning and the rapid filling of the resources of the Moodle distance platform highlighted many problems that students face during adaptation to online learning and, in particular, when using the Moodle platform. The purpose of the study was to establish the advantages and disadvantages of distance learning in universities of Ukraine. To conduct the research, a questionnaire was developed, which contained three main blocks of questions: experience with the Moodle platform, advantages of the platform, problems that arose during use. 237 full-time master's students at the economic, medical, economic and philological faculties took part in the survey. According to the results of the survey, 64.14% of girls took part in the survey. 30% are students of the Faculty of Economics and 17% are students of the Faculty of Philology. When asked about adaptation, 50% of students answered positively. 56% of respondents answered that Moodle is the main source of information for them when preparing for practical classes. 45% answered that their knowledge did not change, 25% indicated that their knowledge improved. Main advantages of distance learning as the ability to study from home, not to spend time getting to the university, but among the disadvantages, it was noted that many students feel lack social contacts. Distance learning, as a result of technical progress, has quite reliably entered education and has proven itself on the positive side, but it has created certain problems that will require solutions.

CONDUCTING AND CHOIR TRAINING FOR MASTER’S STUDENTS MAJORING IN SPECIALTY 014.13 SECONDARY EDUCATION (MUSIC ART)

The article reveals the peculiarities of conducting and choral training for students of the second (master’s) level of higher education, specialty 014.13 Secondary education (Music art). The Hryhoriy Levchenko Department of Music of Poltava V. G. Korolenko National Pedagogical University has considerable experience in training masters of music art, in particular, in specialties 8.010103 Pedagogy and methods of secondary education. Music, 8.02020401 Music art, 014.13 Secondary education (Music art). Conductor and choir training in the educational and professional programs of master’s training occupies an important place and is carried out within the courses “Choir Conducting,” “Conducting,” and “Solo Singing and Conducting.” In the process of studying educational components, general competencies are formed (the ability to affirm humanistic ideals, democratic values, and traditions of Ukraine; the ability to critically analyze and evaluate modern pedagogical and artistic phenomena, generate new ideas when solving practical tasks, complex and innovative problems; the ability to form, based on self-knowledge own style of pedagogical and artistic and creative activity; the ability for self-improvement and self-education) and professional competence (the ability for artistic (instrumental, vocal, conducting and choral) and cultural and educational activities, for a competent assessment of artistic and pedagogical phenomena; the ability to justify and implement a pedagogical and performing idea and interpret a musical work by means professional and pedagogical speech). Program learning outcomes are the ability to take into account the specifics of artistic directions, styles, and genres in the verbal and performance interpretation of musical (artistic) works; mastery of basic means and methods of performing musical works; skills to integrate complex performing techniques (instrumental, vocal, conducting) in professional activities; formation of an individual style of pedagogical and artistic and creative activity through self-discovery, self-improvement and self-education in the educational space. The specificity of the educational discipline involves the implementation of the educational process in the form of individual practical classes. They have an established structure: checking the performance of individual independent tasks; analysis and characterization of works of the educational repertoire; intonation of choral parts; instrumental performance of choral scores; work on conducting equipment; conducting choral works; self-accompanying performance of songs from the children's repertoire. The main principles of successful training are the pedagogical direction of special conducting training; gradual complication of tasks, directing them to the creative level of mastering the course; providing conditions for the master’s student to choose ways and means of solving specific executive tasks; taking into account personal experience during the formation of professional competences; constant attention and demand for professional literacy; creating an emotional background, a creative atmosphere as a guarantee of the effectiveness of classes. Compilation of individual work programs is carried out on the basis of a thorough and systematic study of personal, and professionally significant abilities and qualities of the master’s student; development, correction, and optimistic forecasting of these qualities in the direction of integral professional training of the future specialist; correspondence of the educational material to individual abilities, the level of their general musical development and conducting technique; diversity of the repertoire in terms of content, style, genre, form, texture. Control and evaluation of educational achievements takes place in the form of the current, modular, and final evaluation of the achievements of master’s students in all types of classroom and extracurricular educational activities. The criteria for evaluating classroom work are executive conducting, vocal and instrumental interpretation of choral works; systematic, effective, purposeful work of a master's student to improve conducting and choral skills; highly artistic performance of works of the educational repertoire. The conducting and choral training of master’s students is carried out in the conditions of formal and non-formal art education, in particular in the creative laboratories of the Hryhoriy Levchenko Department of Music of PNPU.

Peculiarities of master’s teacher training in distance education in Turkey

The reform of higher education assumes a transition to the preparation of masters in education by introducing modern approaches to mastering innovative technologies of mass education, taking into account world experience and meeting the needs for self-learning and self-improvement throughout life. In turn, distance education every year more and more actively influences the classical forms of education, enriching traditional education with innovative content and organizational components.
 Comparative studies testify that distance learning can be as effective as classroom learning, if the methods and technologies meet the tasks, there is interaction between students, and there is timely feedback between the teacher and the student. Successful distance learning programs are based on consistent and comprehensive efforts of students, teachers, coordinators, support staff and administration.
 As a result of the analysis of foreign experience, it was revealed that the introduction of mass open distance courses as a form of education requires further improvement of their organization and curriculum. It is outlined that for the implementation of such courses in the process of master's teacher training, the content of educational and scientific programs and educational and professional characteristics of the future specialist should be observed; mass open distance courses must be included in the curriculum, where the number of hours and credits for studying the relevant discipline is clearly indicated; curricula must be improved by introducing a new form of education.
 Distance education offers prospective and practicing teachers both skills training and the opportunity to complete teacher training programs or obtain a degree. The distribution of distance teacher training programs is not limited to developed or developing countries, nor to specific delivery methods. This proliferation is the result of the rapid development of telecommunications technologies combined with a growing awareness of ways to use technology for teacher training.
 Thus the content analysis of the professional literature on the problem of scientific research made it possible to identify and summarize the pecularities of masters teacher training in distance education in Turkey: the use of active and mass learning methods; methods for assessing the progress of applicants for higher education, methods of mass self-education, introspection and self-correction of knowledge; conducting courses through videoconferencing, virtual classes and forums with synchronous interaction between students and teachers; communication through forums, online conversations and online interviews; use of various printed, visual, classroom and electronic materials. The predictive potential of scientific research is due to the potential possibility of further scientific research on the problem of the curriculum developing of master’s teacher training in distance education in Turkey.

Digital technologies in the professional training of masters in the direction of «physical culture and sports»

Relevance. The article presents the results of a survey of the teaching staff and undergraduates of higher educational institutions on the problem of distance learning. The attitude of undergraduates to various forms of the educational process, to the digitalization of learning, to innovative technologies is revealed. The experience of introducing innovative and digital learning technologies based on a competence-based approach is proposed. The purpose of the study is a scientific and theoretical substantiation of the scientific and pedagogical foundations of distance learning and confirmation of their effectiveness through pedagogical experimentation. Methods and organization of research. We conducted a survey among teaching staff and students of 1-2 years of study. Students from Kyrgyzstan were covered (Kyrgyz State Academy of Physical Culture and Sports, S. Naamatov National University, Osh State Pedagogical University, International Medical University, Talas State University, Kyrgyz-Turkish University "Manas", Kyrgyz National, KEU, KNU. Zhusupa Balasagyna, International University "Ala-Too", IAUPFiB), Kazakhstan (Kazakh Academy of Tourism and Sports, International University named after K.Sh.Toktomamatova, Auezo-va UCU), Russia (FGBOU VO PGUFKSiT, GAOU PO Moscow City Pedagogical University, Volga Region University of Physical Culture, Sports and Tourism, as well as the Accreditation Agency "Bilim Standard". A total of 258 teachers took part in the survey, 38 % of them men, 62 % women: 2 % are doctors of sciences, 35.7 % are candidates of sciences and associate professors, 60.5 % are teachers without a degree. The survey was attended by teachers of the Faculty of Physical Culture and Sports, as well as natural geography, Engineering, History, Physics and Mathematics, Economics, Law, Philology faculty. Conclusions. The history of the formation of the educational process and the realities of the current time give reason to express the opinion that there is no limit to the improvement of the learning process and the technology of teaching.

METHODOLOGY OF TRAINING MASTERS: EXPERIENCE OF FOREIGN COUNTRIES

The training of masters in the 21st century is in demand due to the progressive development of society and the national economy of a particular country. On the other hand, the rapid adaptive development of society, caused by the pandemic and military conflicts in Ukraine, requires a review of the preparation of applicants for the second (master's) level of higher education, the flexibility of educational programs, the high level of professionalism of teachers and the understanding by students of their own needs and demands for education. Appeal to foreign experience in the preparation of masters contributes to the above challenges. The purpose of the article is to generalize the methodology for preparing masters of various specialties in the advanced countries of the world. To achieve the goal of the study, the following scientific and pedagogical methods were used: system-analytical (study, analysis and systematization of the obtained data, ideas and facts), contextual (representation of the components of the methodology for preparing masters in the leading countries of the world), comparative (detection and comparison of the main characteristics of the methodology preparation of masters, taking into account the specifics of Ukraine and global trends). The article notes that the personality of the teacher is important in working with masters in higher education institutions of foreign countries. The teaching process at the university covers three areas of activity: scientific, professional and complex, which leads to the use by teachers of optimally effective methods (case methods, clusters, performance tests, keeping educational diaries, organizing group projects, etc.) and forms (co-creation and interviews) learning. The development of educational programs for the preparation of masters ensures the preparation of masters in individual academic disciplines, the introduction of intensive courses, probation or internships, integrative interdisciplinary courses, and compulsory academic mobility. Valuable when entering a master's program is the applicant's own practical experience, the skills of generating and putting into practice advanced ideas, and carrying out research work. The methodology for preparing masters consists of systemic, competence-based, personality-oriented, practice-oriented methodological approaches. The methods of analyzing experience and innovations in the preparation of masters, the stratification of the accumulated factual material are given a special place, which makes the educational systems of the studied countries unique and inimitable, transparent and relevant, open to cooperation and competition in the market of educational services in the international market.

Особенности подготовки специалистов и магистров по направлению ракетно-космической техники в условиях возрастающих потребностей формирования интегрированных компетенций

Within the framework of the urgent tasks of the formation of integrated competencies, solutions are considered that are implemented at the Faculty of Special Engineering (SM) of the Moscow State Technical University n.a. N.E. Bauman. A review of the current state of the competence-based approach in education as a whole is given. The features of the interdisciplinary approach are noted as a practical implementation of the systematic approach in relation to complex training programs for specialists in the field of rocket and space technology (RST). The analysis of the implementation of the professional standard “Specialist in the design and construction of space vehicles and systems” is given on the example of the program “Space vehicles and launch vehicles”. The application of an integrated approach is shown on the example of the implementation of a balanced matrix of competencies. A comparative analysis of plans for the training of specialists and masters in the field of RKT is carried out, estimates are given of the degree of inter-departmental interaction in the process of mastering basic and optional courses, which appear in graduate theses. The results of a study of requests for the formation of integrated competencies from students and teachers in the field of RKT, including the data of a survey of masters, are shown. A list of basic requirements for levels 6 and 7 according to the professional standard 25.001 and its compliance with the requirements of the employer is given using the example of RSC “Energy” in the use of generalists. Conclusions are drawn about the directions for improving integrated training.

The tutor’s function in the professional training of future masters of dentistry in the conditions of distance education and today`s extreme challenges.

The tutor’s function in the professional training of future masters of dentistry in the conditions of distance education and today`s extreme challenges.

SOME PROBLEMS OF QUALITY ASSURANCE OF MASTER'S THESES

The relevance of the article is determined by the need to improve the quality of professional training of graduates
 mastering educational programs of the II stage of higher education. A brief analysis of the practice of training masters
 in the context of history and modernity, including Belarus, is made. It is noted that only writing a high-quality master's
 thesis has always been an indispensable condition for obtaining a master's degree. Some factors, that motivate university
 graduates to further improve their professional training, are established. The criteria for assessing the quality of the
 dissertation are determined. The most typical mistakes made by undergraduates when preparing a master's thesis are
 systematized.

Three Teaching Modes of Flipping Classroom Applications Inquiry Take Chinese English Teaching as an Example

In the era of rapid Internet development, the flipped classroom is different from the traditional classroom teaching in the past. It thoroughly relies on Internet technology to promote the combination of high-quality resources and education. At the same time, it has three teaching modes: Training Master -Style Flip Class, Problem Inquiry Flip Class, and Research Construction Flip Class. Many well-known foreign institutions have used these teaching models to achieve good results. Some English courses in China have also begun to integrate with flipping classrooms. So, are these teaching models suitable for Chinese English classroom teaching? How do we use these teaching models to improve English teaching? Therefore, this article will study the characteristics of flipping classrooms, analyze their advantages and disadvantages, and use the literature research and case analysis methods to explore how it achieves good results in Chinese English classrooms.

Exploration and Practice of Master's Degree Training in Materials and Chemical Engineering Under the Background of Industry-education Integration

Under the background of rapid social development in the new era, the international environment is complex and changeable, and the world is experiencing major changes unprecedented in a century, which puts forward higher requirements for the training quality of professional master's students. Under the background of integration of industry and education, this paper analyzes the problems revealed in the current training process of master's students in materials and chemical engineering, and explores the improvement of the training mode of master's students in materials and chemical engineering and the optimization of the quality supervision system of postgraduate education, so as to improve the training quality of professional master's students.

PRACTICAL TRAINING IN MATHEMATICS TEACHER EDUCATION OBTAINED IN THE CONDITIONS OF DUAL FORM: ROLE, PLACE, TASKS, FEATURES

In the article, we analyze the traditional conditions, goals, and tasks of pedagogical practical training in mathematics teacher education at the master’s level of higher education and highlight the features of the organization of practical training at the workplace in the conditions of dual education. The article emphasizes that pedagogical practical training acquires new roles and significance in the conditions of dual education. Training at the workplace creates new opportunities in setting practical tasks and using means for assessment. On the contrary, a number of tasks, that are traditional for the pedagogical practical training of full-time master’s students, are not relevant. To consider the peculiarities of the organization of pedagogical practical training in the conditions of a dual form of education, an individual approach in developing an individual program for practical training at the workplace is necessary. In the individual program of pedagogical practical training such tasks should be clarified and specified with respect to the individual conditions of training at the workplace, the requirements and needs of a specific institution of general secondary education, the needs of individual methodical development of each student. It is also stressed that in order to meet the purpose, tasks, content of practical training and other requirements of the educational programme in the conditions of dual form of obtaining education, it is important to develop requirements for workplaces, material, technical and information resources, requirements for mentors, as well as clear criteria for evaluating the quality of training at the workplace (in particular, indicators for mentoring efficiency) and procedures for monitoring the quality of training at workplaces (including surveys of students and practical training supervisors from the university, etc.).

ПРОБЛЕМЫ ПРЕПОДАВАНИЯ МАТЕМАТИЧЕСКИХ ДИСЦИПЛИН В ЗАВИСИМОСТИ ОТ НАПРАВЛЕНИЯ ПОДГОТОВКИ

The article discusses the problems arising in the implementation of mathematical training of bachelors and masters in technical areas that meet the requirements of the time in terms of digitalization of education, including the use of computer technology

CROSS-CULTURAL APPROACH TO THE SPEECH TRAINING OF MASTERS OF PRE-SCHOOL EDUCATION IN THE MULTICULTURAL SPACE OF UKRAINE

The article presents a cross-cultural approach to the speech training of masters of pre-school education in the multicultural space of Ukraine; the concepts "multicultural space of Ukraine", "multicultural education", "multicultural broadcasting environment" are defined; the principles of multicultural education are characterised. A cross-cultural approach is the starting point in the speech training of masters of pre-school education in working in a multilingual and multicultural environment was; it involves mutual penetration and intersection of cultures, a positive attitude to the language of other ethnic groups in the multicultural space of Ukraine, their culture, customs and traditions. It has been proved that the development of cross-cultural competence is the result of the cross-cultural approach to speech training of masters of preschool education.

National Surveillance of Poliovirus Excretion among Children with Primary Immune Deficiency in Pakistan & Assessment of Sensitivity of JMF Signs for Screening of Suspected PID Children (2018-To Date)

Background and objectivesPolio is an infectious viral disease that invades a child’s nervous system. Children with PID disorder exposed to the oral polio vaccine have chronic poliovirus excretion. This project aims to develop a national surveillance system to identify and monitor vaccine-derived poliovirus excretion among children diagnosed with PID. It will also assess whether Jeffery Modell Foundation warning signs are appropriate for screening PIDs in Pakistan. MethodsThe surveillance is currently being undertaken at tertiary healthcare facilities around Pakistan. In the initial stage, mapping was executed to identify hospitals and their consultant pediatricians. Master training workshops were conducted for the pediatricians from the selected hospitals of each province of Pakistan who agreed to participate in iVDPV surveillance. The suspected PID cases were tested for the confirmatory PID status and poliovirus excretion in the fecal specimen. Children who were excreting poliovirus were followed on the monthly basis until the two negative stool samples are obtained. ResultsThe surveillance for poliovirus was initiated in December 2018. Till date, 444 children (17 days-15 years; 264 males and 180 females) have been enrolled in the surveillance. Immunodeficiencies affecting cellular and humoral immunity were the most frequent, accounting for 113/444 cases. The second most prevalent immunodeficiency were antibody deficiencies, which accounted for 75/444 cases. Additionally, congenital disabilities of phagocyte number or function accounted for 18/444 of the cases. The surveillance system also included uncategorized suspected PIDs 114/444 and Children with normal investigations but considered suspected PID 124/444. The serotype of the excreted virus was predominantly SL3 in 10/358 cases, followed by SL1 in 4/358 cases and SL2 in 1/358 patients. During the four-year surveillance period, two AFP cases were tested for PID after isolation of VDPV 1 (1/358) and VDPV 3 (1/358) whom were later confirmed as Primary Immunodeficient. The JMF signs 8, 5 & 3 are the most frequently occurring signs amongst enrolled PIDs. [Display omitted] ConclusionThe poliovirus excretion in PID children should be the programmatic priority for the polio eradication initiative. The JMF proved to be adequate screening tool for the identification of PID individuals.

Coaching in the System of Professional Training of Future Masters of Primary Education During the Period Under Martial Law

This article highlights the relevance of the problem of using coaching in the professional training of future masters of primary education under martial law. Theoretical analysis of scientific sources on comprehension of the definitions of "coaching" and "pedagogical coaching" is carried out; the essence, purpose, and tasks are revealed. It is noted that the purpose of pedagogical coaching is to reveal the potential for improvement of the expected learning outcomes, development of critical and logical thinking, formation of mobility, independence in decision-making, the desire for self-development, self-learning, and success in future professional activities among higher education students.
 It has been found that the introduction of coaching in the system of professional training of future masters of primary education will serve the process of training competitive and competent specialists with formed values, beliefs, and priority goals. They are capable of making both personal and professional independent decisions and generating new ideas. This method also helps master's students to develop appropriate self-esteem and academic stress resistance. This is the basis of educational and cognitive activity in the conditions of wartime.
 It is concluded that coaching belongs to innovative technologies of professional education; it is a powerful tool for personal and professional growth for future masters of primary education; it is a technology for organizing scientific and pedagogical research that promotes the implementation of a student-centered approach in higher education institutions based on trust, partnership, and mutual respect. It is also important to provide a comprehensive rather than fragmentary implementation of coaching to achieve the aims of professional education, improve its quality, and establish cooperative subject-subject relations between professors and students.

ІННОВАЦІЙНІ ПІДХОДИ ДО ПІДГОТОВКИ ФАХІВЦІВ ДО МАЙБУТНЬОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ У СФЕРІ FASHION-ІНДУСТРІЇ

The goal of the modern modernization policy in education is to ensure the competitiveness of specialists at the global level in future. This goal can be achieved if new organizational and economic mechanisms are introduced into the education system that ensure the effective use of available resources and contribute to attracting additional funds, improve the quality of education based on updating its structure, content and learning technologies, attract qualified specialists to the field of education, increase its innovative potential and investment attractiveness. The peculiarities of the educational training of engineering and technical workers for professional activities in the field of the fashion industry are presented in the work. The need of the modern labor market for specialists has been determined. The main tasks of modern sewing specialists in clothing design are outlined. Block diagrams of various stages of sewing products design at the clothing enterprises of individual and mass production type have been developed. The priority tasks of professional education regarding the training of engineering and technical workers for various areas of the fashion industry, whose role is the development of clothing collections, have been determined. The practical classes in training of future masters in disciplines of the professional direction within the educational program ”Professional Education (Technology of Light Industry Products)” have been designed. They will help to develop the professional competence of the profession engineering component to the level of experience in the development of collections of sewing products, taking into account all stages of design. These are the disciplines: “Complex clothing design” and “Marketing and merchandising in the industry”. It was determined that to increase the innovative activity of modern graduates of educational institutions, future design engineers, technological engineers for the field of the fashion industry means not only to increase the quality and efficiency of their design and creative activities in the process of professional training, but also to reorient this activity to continuous development and self-development.

Declarative Knowledge, Confidence, and Perceptions on Suicide Prevention After Standardized Patient Observation

Context Standardized patient (SP) encounters are effective strategies to increase learners' declarative knowledge, confidence, and perceptions of clinical scenarios; however, there are barriers to implementing SPs for suicidal ideation (SI) scenarios, and limited data about the value of an alternative educational method, such as observing SP encounters of SI scenarios, which might result in improved learner knowledge, confidence, and perceptions regarding suicide prevention. Objective Compare athletic training students' knowledge, confidence, and perceptions regarding suicide prevention after observation of SP encounters in addition to an online suicide prevention module. Design Quasi-experimental. Setting Asynchronous online suicide prevention module. Patients or Other Participants Seventy-six athletic training students enrolled in a Commission on Accreditation of Athletic Training–accredited professional athletic training master's program. Intervention(s) An online suicide prevention module with videos of SP encounters displaying varying degrees of SI. Main Outcome Measure(s) Participants completed pretest and posttest assessments for knowledge, confidence, and perceptions regarding suicide prevention. Mean scores for all categories were compared across time and groups using a repeated-measures analysis of variance. Results An online suicide prevention module is effective for significantly (P < .001) increasing learners' knowledge of and confidence in managing SI scenarios. The experimental group significantly improved their knowledge (P = .025) compared with the control group, who did not observe SP encounter videos. Additionally, both groups significantly (P < .001) aligned their level of agreement with statements regarding suicide prevention to best care for someone experiencing SI. The experimental group significantly (P = .039) increased their agreement that suicide is preventable compared with the control group. Conclusions These findings highlight the value of observed SP encounters for suicide prevention knowledge, confidence, and perceptions about suicide prevention. In the absence of a high-fidelity, live SP encounter, observation of an SP encounter may be a cost-effective way to prepare students for SI scenarios in clinical practice.

THE EFFICIENCY OF THE COMPETENCE-ORIENTED TEACHING METHOD AT THE CLINICAL DEPARTMENTS OF I. HORBACHEVSKY TERNOPIL NATIONAL MEDICAL UNIVERSITY

SUMMARY. Among researchers, there is no established view on the structure of professional competence of future specialists in general and future doctors in particular, regarding the types of competences that should be laid as its basis. This situation served as the basis for conducting an analysis of the effectiveness of various communicative educational methods for improving professional training of master's students at the university's clinical departments.
 The aim – to analyze the effectiveness of various teaching methods for the formation of professional competence of future doctors in key and subject competencies in emergency medical care.
 Results. Communicative competence is a dynamic combination of knowledge and practical skills, ways of thinking, professional, worldview, social qualities, moral and ethical values, which determines the ability of a person (student) to successfully carry out professional and further educational activities and is the result of learning at a certain level of education. The formation of the communicative competence of master's students is achieved thanks to the effective interaction of the teacher and the student (communication, exchange of knowledge, practice of abilities and skills), professional and personal qualities of the teacher, which are manifested through analytical perceptive, motivational-communicative, professionally-oriented and tactical-psychological communicative skills in solving professional tasks and individual properties of the subject of professional and pedagogical activity, necessary and sufficient for mastering communicative skills at the normatively determined level. To form the professional competence of future doctors in key and subject competencies in emergency medical care, the teachers of the clinical departments use a complex of interactive teaching methods based on the principles of a participatory-interactive approach. Such teaching methods include the method of educational discussion, game teaching methods, dialogue method, method of individual and group projects, as well as independent work of master's students.
 Conclusions. In order to achieve high communicative and professional competence of the future master's doctor in the specialty of emergency medical care, the teachers of the clinical departments of the university use such participatory and interactive teaching methods as the educational discussion method, game teaching methods, the dialogue method, the method of individual and group projects, as well as the method of independent works of master's students. The effectiveness of using each educational method depended on the individual characteristics of the personality of the teacher and the student, their basic level of training and motivation.

Procedure of recognizing the results of non-formal and informal education in the training of bachelors and masters of specialty 016 “Special Education”(based on the analysis of the experience of EU countries)

The article analyses the problem of recognition of the results of non-formal and informal education in the training of bachelors and masters of specialty 016 “Special Eduacation” based on the analysis of the experience of EU countries on the results of international advanced training of scientific and pedagogical staff “Use of informal education in the training of bachelors and masters: experience of the EU countries and Ukraine”. Non-formal education is considered as “education obtained under educational programs and does not provide the award of state – recognized educational qualifications at the levels of education, but may result in the assignment of professional and/or the award of partial educational qualifications”, while informal education is an independent activity of the individual, which is related to the profession, social or other activities, family or leisure. It is needed to take into account the results of non-formal and informal education of applicants as an innovative component ; the main results of international professional development are given. Characteristic aspects of the implementation of these types of education among applicants for higher degree of specialty 016 “Special Education” are given. The use of these types of education, as well as the mechanism of their validation and re-crediting of loans to applicants, as the result of the implementation of the experience gained in the subsequent training of applicants of specialty 016 “Special Education” in Kharkiv National Pedagogical University named after G.S. Skovoroda. It is emphasized that positive practice at Kharkiv National Pedagogical University named after G. S. Skovoroda is the existence of a procedure for recognizing the results of training of applicants obtained in non-formal and/or informal education, which are regulated by the relevant provision. The results of training obtained by applicants through informal and/or non-formal education are recognized in accordance with the established procedure in the formal education system.

ПРИМЕНЕНИЕ ПРОЕКТНОЙ ДЕЯТЕЛЬНОСТИ МАГИСТРАНТАМИ В ПРОЦЕССЕ ОСВОЕНИЯ ДИСЦИПЛИНЫ «СОВРЕМЕННЫЕ ПРОБЛЕМЫ БИОТЕХНОЛОГИИ И ОСОБЕННОСТИ ИХ ПРЕПОДАВАНИЯ»

The article deals with the issue of the application of project activities in the training of masters for the development of general professional competencies. The author provides data on the results of testing of 1st-year undergraduates of Tambov State University named after G.R. Derzhavin, who participated in a project to create a technology for processing organ-containing waste in an aerobic way, without methane emission, and their colleagues not involved in the project.