Problem Of Professional Training Research Articles

РОЛЬ МІЖПРЕДМЕТНИХ ЗВ’ЯЗКІВ У СПЕЦІАЛЬНІЙ ТЕОРЕТИЧНІЙ ПІДГОТОВЦІ ІНОЗЕМНИХ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ В АВІАЦІЙНОМУ ЗАКЛАДІ ВИЩОЇ ОСВІТИ

This article examines the issue of the application of interdisciplinary connections in the study of special disciplines of aviation and electrical equipment by foreign students at the flight academy and related tasks and problems. This article deals with the problems of connection between special subjects during the process of studying [such as ″Airequipment″ and ″Electrical equipment″] at the flight educational establishments. The author disclosed the tasks that arise in connection with this before professional pedagogy in the process of teaching special disciplines to foreign students, taking into account interdisciplinary connections. Author deals with the problems of professional training during the process of studying special subjects and their connection, namely: creation of a system of interdisciplinary tasks of various levels of complexity and methods of their implementation in the study of special disciplines; carrying out an experimental verification of the effectiveness of the formation of integrative theoretical knowledge in the process of studying special disciplines on the basis of interdisciplinary connections in foreign students of higher education, as the main component of professional reliability; preparation based on research results of methodological recommendations for teachers regarding the formation of integrative theoretical knowledge in the study of special disciplines by future foreign aviation specialists.. The method of teaching special disciplines with the use of interdisciplinary connections during the study of aviation equipment courses by foreign cadets is disclosed. Working out of methods of teaching special subjects by using their connection while studying aircraft equipment are under consideration in this article. Keywords: theoretical training, future pilots, interdisciplinary connections, special disciplines, foreign cadets.

МЕТОДИЧНА КОМПЕТЕНТНІСТЬ МАЙБУТНІХ ОФІЦЕРІВ НАЦІОНАЛЬНОЇ ГВАРДІЇ УКРАЇНИ: НЕДОЛІКИ ФОРМУВАННЯ ТА ШЛЯХИ ПОКРАЩЕННЯ

The article analyzes the problems of forming the methodological competence of future officers of the National Guard of Ukraine during training. The professional competence of a future NGU officer is determined by the purpose and content of practical training in the process of cadets mastering general military and military special disciplines at the academy. The main contradictions and shortcomings of the training of future officers during their studies at the academy have been identified. The essence and structure of methodical competence of officers, which is part of the professional competence of an officer as a teacher, is considered. It was determined that methodical competence is an integral ability of an officer, which includes all-military, military-special and pedagogical components, which in interaction ensure the success of military-educational activities in military units of NGU. Researchers consider the structure of a teacher's methodical competence as follows: as a system of components, interdependent levels, integrity of elements. They attribute the following components to the structure of methodical competence: cognitive, procedural-active, personal. It is noted that the training process at the academy should provide servicemen with the opportunity to acquire a certain amount of knowledge, form practical skills and abilities in optimal conditions. And then the leader of classes on combat, special and professional psychological training in parts of the National Guard of Ukraine will be a highly trained and experienced officer and teacher. Today, the conceptual apparatus is insufficiently developed, the specifics of methodological competence of officers are insufficiently studied, optimal technologies, methods, forms, means of forming methodological competence, evaluation criteria, methods of diagnosing its level are not fully developed. Based on the results of the study, the main directions for improving the educational process regarding the purposeful formation of methodological competence of future officers of NGU during their studies at the academy were formulated. Keywords: cadets, problems of professional training, methodical competence of an officer of the National Guard of Ukraine.

PROBLEM OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS: DOMESTIC CONTEXT OF RESEARCH

The article, based on the analysis of scientific sources and the results of author’s own research, considers the problem of professional training in general and highlights the features of professional training of future teachers of mathematics in particular. It has been established that today there is a wide range of research on the solution of above-mentioned problematic issue, in particular, there is no ambiguity regarding the definition of the professional training of the future teacher. Ukrainian scientists consider professional training as: a purposeful process; a system of corresponding measures; a system of professional training; the goal and result of activity; the acquisition of professional education, as a set of special knowledge, abilities and skills already acquired by a person, as well as a personal achievement on the way to the formation of readiness for the realization of personality in the future professional activity. It was found that the essence of the concept of "professional training of a teacher" should be specified by the peculiarities of pedagogical activity, thus the differences in subject specialization should be accounted for, and, among the priority tasks of professional training, the formation of professional competence in future mathematics teachers is defined. The analysis carried out made it possible to formulate the following: the professional training of a future teacher of mathematics is a purposeful, specially organized educational process that ensures the achievement of the appropriate level of pedagogical and mathematical (subject) knowledge, abilities, skills, as well as the development of personal qualities of future specialists with the aim of forming in them a professional competence. In the structure of professional competence of future teachers of mathematics, key, basic and specialized subject competences, as well as mathematical, methodical, communicative, informational and psychological-pedagogical components are highlighted. It is substantiated that only a high level of development of each component can ensure the formation of professional competence of future specialists. It has been established that due to the modernization processes in education, special importance is now attached to methodical competence, which includes the teacher's assimilation of new methodical and pedagogical ideas, approaches to teaching mathematics. However, at present, all aspects of the problem cannot be considered to have been finally solved. Prospects for further research are outlined in the development of theoretical and methodological foundations of professional training of future teachers of mathematics in the conditions of graduate education.

Professional Competence of the Head of the Club as a Component of Quality Out-of-school Education

The article substantiates the theoretical foundations of professional competence and defines the qualities that contribute to the pedagogical competence of the head of the club, emphasizing that the professional competence of an out-of-school teacher is a necessary and prerequisite for successful professional activity.
 Attention is focused on the fact that the formation of creative initiative personality is inextricably linked with the problem of professional training of out-of-school teachers, his ability to organize the educational process according to fundamentally new non-standard innovative technologies.
 The article states that an out-of-school teacher is an organizer of life activities for a competitor education who provides basic needs for creative self-realization and recognition. By activating personal resources, the head of the club creates favorable conditions for his creative development.
 It is determined that an out-of-school teacher who strives for professional growth is a creative person with a high level of development of creative skills, reflection, constant self-improvement and skills of pedagogical activity.

Традиционные обряды народов ханты и манси в профессиональной подготовке будущих учителей изобразительного искусства

The article is devoted to the problems of professional training of future teachers of fine arts. The purpose of the work is to consider the role and significance of the study by students of the Faculty of Arts and Design of traditional religious rites and holidays of the peoples of the Far North, the Khanty and Mansi. The material for the study was the traditional rites of the peoples of the Khanty and Mansi. Based on the method of theoretical analysis, the pedagogical potential of the traditional rites of the Khanty and Mansi peoples was revealed and the pedagogical conditions for the process of professional training of students – future teachers of fine arts were substantiated. The article describes in detail the traditions associated with hunting, fishing; the most common folk holidays associated with the bear, elk, crow day; national rites – wedding, funeral, rite of birth of a child. Comprehension and understanding of the world are reflected in oral folk art, legends, legends, myths, folklore. The future teacher of fine arts needs to know the traditional way of life of the indigenous people of Ugra, so that in his pedagogical work he can convey artistic and creative experience to schoolchildren. In conclusion, a description of the main pedagogical conditions for preparing students – future teachers of fine arts for professional activities, taking into account national traditions and the ethno-cultural specifics of the region, is given.

PROFESSIONAL MOBILITY OF SPECIAL EDUCATION SPECIALIST IN THE CONTEXT OF INTERDISCIPLINARY DISCOURSE

The article provides a theoretical analysis of the problem of professional mobility of special education specialist in terms of interdisciplinary approach. The aim of the article is to analyze the problem of professional mobility of special education specialist in interdisciplinary discourse and identify options for its manifestations in professional activities. The analysis of scientific publications showed that professional mobility is the subject of research in various fields of science. Socio-economic direction of the study of professional mobility is aimed at studying the processes of changing professions, positions, jobs. For psychology, it is important to study the psychological readiness of professionals to change professions and adapt to a new one. In the pedagogical aspect, professional mobility is considered from the standpoint of changing the nature and content of activities in accordance with the new situation, new requirements and challenges of today. The generalization of different conceptual approaches to the study of professional mobility showed that in terms of professional activity of special education specialists it manifests itself in two directions: change of profession and changes in the structure of professional activity (content, working conditions, features, etc.). Readiness for changes in the profession is an urgent problem of professional training and professional development of specialists. In the aspect of mobility, it presupposes the formed readiness to change the place of work, position, qualification, content, nature of the organization of activity, etc. This area is more relevant for the development of professional potential of special education and we have identified it as promising for further research.

FORMATION OF ENGINEERING THINKING OF PRE-SCHOOL CHILDREN AS A GUIDELINE OF DIDACTIC TRAINING OF FUTURE MASTERS OF PRE-SCHOOL EDUCATION

In recent years, scientific journals emphasize the problem of quality training of future teachers in higher education in general and future masters of preschool education in particular. The results of the study of domestic and international experience convincingly prove that the professional training of future masters of preschool education should be based on teaching modern preschool children belonging to the generation of Alpha children, which are characterized by clip thinking, inability to concentrate, need to visualize information, value other information using digital technologies, etc. The article is devoted to the analysis of the theoretical foundations of didactic training of future masters of pre-school education on the formation of engineering thinking of pre-schoolers. The purpose of the article is a thorough theoretical and methodological analysis of the relevance of the process of didactic training of future educators of pre-school education in the master’s program as a guide to the formation of engineering thinking of preschoolers. The following theoretical research methods were used in the work: analysis, synthesis, comparison, generalization, theoretical methods related to the study of scientific literature, periodicals. The article offers substantiation of the problem of professional training of future masters of preschool education, relevance of engineering thinking of preschool children, highlights teaching methods and didactic tools aimed at training future masters of pre-school education in the educational process of higher education to form engineering thinking of pre-school children. The publication summarizes the goals and principles of application of the proposed methods and technologies, and offers a number of recommendations that, in our opinion, will improve the educational process of higher education institutions and the quality of training of future educators by introducing innovative forms and methods of teaching preschool children.

INNOVATIVE METHODS OF VOCAL FORMATION CULTURES OF THE FUTURE MUSIC TEACHER

The article touches on the problem of professional training of music teachers, the main aspect of which is the usage of effective methods for formation of vocal culture offuture music teachers. It's suggested some ways and methods of further perfection in the vocal performing skill of students during the process of specially organized work.

Modernization of Education During the Pandemic Conditions for Effective Education on a Distance Basis

The high demands of the new era and society's changing attitude towards a specialist determine the need to create more effective learning conditions that contribute to the most rational use of psychological, physical, and temporary resources of an individual. In this regard, in the context of modernization of education and its integration into the world educational space, the problem of professional training and advanced training of a person acquires particular relevance. The article examines the development of modern society in the conditions of globalization processes’ influence, determining the emergence of new demands for a subject in any activity field, in particular, in higher education. Furthermore, the pandemic led to enhancing the application of distance learning technologies. In the future, their implementation experience should become the basis for the development of innovative teaching methods, increasing the efficiency of the educational process, and improving information and resource support.

Preparation of future social workers to work with parents raising children with autic disorders

The article highlights the problem of professional training of future social workers for social support of families raising children with various manifestations of autistic disorders, as an important area of their professional activity. It was found that in order to successfully solve the problem, the training of future social workers should be considered as a complex integrative process based on students' motivation for this activity; systematic knowledge of family social work; skills and abilities that underlie the performance of professional functions and tasks for the implementation of family-oriented practices of supporting families raising children with autism.
 The article reveals the potential of the educational program for higher education of the first (Bachelor's) level in the field of knowledge 23 "Social Work" Specialty 231 "Social Work" to work with family members raising children with autism. It is proved that a meaningful search for improvement of the educational program and effective ways to organize the educational process of training relevant specialists should be carried out on the basis of a systematic approach, the main purpose of which is to form in future professionals theoretical knowledge, skills and competent skills. The article reveals the experience of teachers of the Department of Social Work and Management of Socio-Cultural Activities of Ternopil V. Hnatiuk National Pedagogical University on the theoretical and practical components of training future professionals to carry out diverse social work with families, including working with parents and other members. families raising children with autism.

СУЧАСНІ ТЕНДЕНЦІЇ ТА АКТУАЛЬНІ ПРОБЛЕМИ ПІДГОТОВКИ МЕНЕДЖЕРІВ ОСВІТИ

Анотація. Проаналізовано проблему професійної підготовки фахівців у сфері освітнього менеджменту. Виявлено, що поява зазначеної спеціальності зумовлена метаморфозами в суспільно-економічному житті та гострою конкуренцією між освітніми установами. З огляду на чисельність полівекторних наукових публікацій зазначена проблема актуальна і динамічна, відтак поле для її розкриття дає нові дослідницькі напрями. Огляд літератури дозволив окреслити такі ключові проблеми освітнього менеджменту: практична діяльність керівника, упровадження інновацій; процес підготовки фахівців; моніторинг ефективності та оцінка якості освітнього менеджменту. Через ознайомлення та аналіз із ними ми зробили спробу розкрити сучасні тенденції та актуальні проблеми підготовки менеджерів освіти. З’ясовано, що освітній менеджмент — міждисциплінарна категорія, котра перебуває на периферії теорії і практики освітньої галузі та економіки. І якщо в першому варіанті зв’язок очевидний, то у другому — на перший погляд латентний, проте саме суспільно-економічні процеси детермінують діяльність керівника, завдання якого полягає у вивченні тенденцій ринку праці та побудові ефективної стратегії загального розвитку закладу освіти. Актуальним питанням є висвітлення базових для керівника особистісних якостей, психологічних характеристик і практичних умінь. Так, чільне місце займає вивчення когнітивної сфери, творчого потенціалу та готовності до інноваційної діяльності. Злободенною залишається і проблема організації освітнього процесу. Зокрема, компетентнісного підходу і розкриття творчих можливостей студентів як ресурсу для майбутньої професійної діяльності. Глибше розуміння професійної підготовки забезпечив фрагментарний аналіз окремих аспектів діяльності закладів вищої освіти в Україні, Великій Британії та Сполучених Штатах Америки (по одному закладу із кожного регіону). Установлено, що загальні тенденції підготовки аналогічні, проте європейські ЗВО акцентують увагу на міжнародній академічній мобільності; США — на практичній компоненті; України — теоретичній базі. На основі вищезазначеного матеріалу ми розробили ієрархічну модель факторів-детермінантів освітнього процесу підготовки освітніх менеджерів. Визначили, що їхній вплив, залежно від масштабності дії — лише на освіту чи на суспільство в цілому, може бути явний або латентний. Така модель дає чітке уявлення про місце освітнього менеджменту в суспільному житті. Перспективи дальших досліджень убачаємо в розробленні конкретних рекомендацій, що стосуються розв’язання актуальних проблем підготовки менеджерів освіти. Ключові слова: заклад вищої освіти, професійна підготовка, керівник, освітній менеджмент, лідерство, освітній процес, інновації, мислення зростання. Формул: 0; рис.: 2; табл.: 0; бібл.: 13.

UKRAINIAN-POLISH PARTNERSHIP IN THE FIELD OF EDUCATION: ACADEMIC DISCOURSE

The Ukrainian-Polish partnership is characterized as a priority of internationalization in the field of modern education and science, as a factor in the progress of pedagogical science based on the constructive interaction of Ukrainian and Polish educational institutions and scientific institutions. It has been proven that the Ukrainian-Polish partnership enables the formation and development of the values of scientific activity in the educational and scientific space, academic culture, and the establishment of priority academic traditions in the European discourse. The experience of pedagogical and educational partnership of two European countries in the system of interaction “pedagogical college – university – scientific institution” is presented through the prism of long-term creative, scientific, educational, research cooperation. The results of the Ukrainian-Polish partnership within the scope of educational institutions of different regions of Ukraine and scientific institutions under the auspices of the National Academy of Pedagogical Sciences of Ukraine are summarized. The most important achievements in the progress of the Ukrainian-Polish partnership, the results of professional communication of scientists and teachers are characterized, which is confirmed by the holding of Ukrainian-Polish / Polish-Ukrainian forums in cooperation with Polish research and educational institutions. At the current stage of development and intensive self-development of pedagogical science, which is based on the processes of integration and differentiation, the emergence of new branches of pedagogical knowledge, pedagogical subdisciplines (comparative pedagogy, labor pedagogy, adult pedagogy, social pedagogy, media pedagogy, etc.) is being intensified. At the same time, pedagogy remains integral, since pedagogical subdisciplines develop in the context of a single object of study, united by basic general pedagogical concepts. It is promising to study the factors and mechanisms of selfdevelopment of pedagogy as a science based on an interdisciplinary approach, the problem of professional training and teacher activity in an interdisciplinary space. Solving these problems requires joint creative efforts and fruitful scientific research of Ukrainian and Polish scientists.

CONTENT DOMINANTS OF EDUCATION AS A PROCESS OF PERSONALITY APPROACH TO SPIRITUAL AND MORAL VALUES

The article reveals the content dominants of education as a process of personal ascent to spiritual and moral values; education of acitizen and patriot as a process of forming a harmoniously developed, highly educated, socially active and nationally conscious person endowed with deep public responsibility. The content of the process of education and formation of professional qualities of student youth of higher education institutions of Ukraine in combination with professional knowledge, abilities, and skills is outlined. The priority of national-patriotic and civic education in Ukraine, which reflects the process of national-ethnic revival of the Ukrainian nation and involves the recognition of national values as determining, is determined. These include: the Ukrainian idea, which embodies the desire for statehood and unity, patriotism and readiness for self-sacrifice in the event of the need to protect the Motherland, a sense of national self-respect and dignity, historical memory, respect for state and national symbols, love for native culture, language, national holidays and traditions, respect for the Constitution of Ukraine and democratically elected government officials, orientation of one's own efforts on the development of the state and the desire to build a just state system, opposition to anti-Ukrainian ideology, desire for the development of the spiritual life of Ukrainians. The essence of civic, patriotic, international, political, moral education is revealed, as they contribute to the formation of universal values, characterizing the social activity of an individual, his citizenship as a complex social and moral phenomenon. Aspects of formation of professional value orientations of future teachers are highlighted; teacher's value orientations as a system of personally realized humanistic values. The problem of professional training and education of student youth is outlined as a single process of intellectual development of the personality, covering the entire set of elements of education, education and professional training. Education is revealed as a complex process of influencing a person, his skills and moral essence, interests. Pedagogical conditions are singled out, the need to apply them in a certain sequence will stimulate the process of forming value orientations of future teachers.

Personnel of special education teachers: state and problems of professional training

Personnel of special education teachers: state and problems of professional training

The problem of professional training of future officers of the Naval Forces of the Armed Forces of Ukraine in pedagogical theory

The problem of professional training of future officers of the Naval Forces of the Armed Forces of Ukraine in pedagogical theory

Професійна підготовка асистента вчителя до роботи в умовах інклюзивної освіти

The article is devoted to the problem of professional training of future teacher assistants to work in an inclusive education. We have established the role of the professional activity of a teacher's assistant in the conditions of inclusive education. An analysis of scientific views on determining the phenomenon of readiness of a teacher's assistant for professional activities, and the impact of an inclusive educational environment on the learning process of children with special educational needs. It was found that the formation of readiness for professional activity is evidenced by the following signs: a positive attitude to teaching; professional and pedagogical orientation of the individual; availability of psychological and pedagogical abilities; system of psychological and pedagogical knowledge, skills and abilities; moral personality traits; independence and creativity in solving professional problems. In the article we noted that the future teacher, who carries out his own professional activity in an inclusive education, plays an important role, because he must not only carry out a high level of educational process, form a child with special educational needs a set of necessary competencies, but also provide assistance in social adaptation, establishing contacts with the outside world, people around. The essence of the concept and the structure of the teacher's assistant's readiness for professional activity in the conditions of inclusive education are determined. It is noted that the professional training of the future assistant teacher of work with children with special needs is an extremely important issue in today's conditions. The essence of the concept and the structure of teachers' readiness for professional activity in the conditions of inclusion are determined. It is proved that the combination of professional pedagogical socio-civic, general cultural, language-communicative, psychological-facilitative, entrepreneurial and information-digital competence allows to carry out high-level pedagogical activity in the field of inclusive education and self-awareness in the profession.

Historical and Pedagogical Analysis of the Development of the System of Professional Training of the Russian Police Staff (Police): XVIII - XXI Centuries

Introduction. The article examines the results of the study of the problem of professional training of police officers (militia) in the historical and pedagogical aspect.Materials and Methods. The study is based on an analysis of various sources: regulatory legal acts of different years, dissertation research, scientific articles, memoirs of leaders and officers of the police (militia), historical periodicals, monographs. The leading methods were: periodization method, comparative-historical method, logical-historical analysis of sources.Results. The analysis of historical sources made it possible to identify the reasons and conditions that had a qualitative impact on the formation and development of the system of departmental education of the police (militia): political, economic, social, cultural, operational and service. The interdependence of the conditions noted made it possible to determine four historical stages in the formation and development of professional education of the police (militia): the first stage (I quarter of the 18th - I half of the 19th centuries), the second stage (II half of the 19th – the beginning of the 20th centuries), the third stage (the beginning of the 20th – the beginning of the XXI centuries), the fourth stage (2011 – present). Each historical stage is determined by the socio-economic and political conditions for the development of the Ministry of Internal Affairs of Russia as a state law enforcement agency, characterized by certain professional requirements for the personality of a policeman (policeman), and the directions of development of departmental education of the Ministry of Internal Affairs of Russia.Discussion and Conclusions. Based on the historical analysis, it is concluded that the modern development of departmental education of the Ministry of Internal Affairs of Russia has retained the essence of the historical concept of law enforcement training and education.Scientific novelty. The paper presents the results of the historical and pedagogical analysis of the development of the system of departmental law enforcement education, identifies the stages of development of this system, taking into account the requirements put forward for the professional and personal qualities of a police officer in different historical eras; features of vocational training, including in the system of additional vocational education; educational and target tasks implemented in the process of teaching and upbringing. The proposed description of the stages allows us to correlate the historical aspects of the formation of professional training of police officers with the modern goals and objectives of vocational education; the requirements put forward for the professional and personal qualities of the employees of the Ministry of Internal Affairs of Russia, as well as determine the further prospects for the development of this system.Practical significance. The results of the study can be used in the professional training of future bachelors, specialists of the Ministry of Internal Affairs of Russia, in teaching educational disciplines of a pedagogical and legal profile, in the development of methodological materials for advanced training and retraining courses for police personnel, in carrying out activities in extracurricular activities (scientific circles).

IMPROVING THE EFFICIENCY OF DEVELOPMENT OF REGIONAL LABOR MARKETS BY SOLVING THE PROBLEM OF PROFESSIONAL TRAINING

Анотація. Метою статті є виокремлення проблем забезпечення регіональних ринків праці кваліфікованими кадрами і визначення шляхів ефективної взаємодії між закладами освіти та підприємствами. Теоретичне значення статті полягає в тому, що в ній на основі експериментального дослідження, яке проводилось у Донецькій області, було проаналізовано причини незадоволеності підприємств якістю підготовки робітничих кадрів; проаналізовано досвід співпраці закладів освіти і підприємств регіону; виокремлено бар’єри, які перешкоджують налагодженю ефективного партнерства між закладами освіти і підприємствами, спрямованого на забезпечення наявних і перспективних потреб ринку праці у кваліфікованих кадрах; проаналізовано рівень готовності підприємств регіону до співпраці із закладами у напрямі модернізації матеріально-технічної бази, стажування викладачів, спільної підготовки освітніх програм, підвищення кваліфікації персоналу; на основі аналізу результатів опитування роботодавців виокремлено професії, підготовку за якими доцільно започаткувати у закладах професійної освіти Донецької області; змодельовано модель компетенцій майбутнього кваліфікованого робітника (на прикладі професії «Слюсар з ремонту колісних транспортних засобів. Водій автотранспортних засобів (категорія «С»). Машиніст крана автомобільного»). Практичне значення статті полягає у тому, що на основі вивчення думки роботодавців Донецької області запропоновано рекомендації щодо підвищення ефективності взаємодії між закладами освіти і підприємствами Донецької області задля розв’язання проблеми підготовки кадрів для актуальних і перспективних потреб економіки регіону. Представлені рекомендації та модель дослідження можуть бути екстрапольовані на ефективний розвиток ринків праці інших регіонів країни. З’ясовано, що сучасний ринок праці, зокрема Донецької області, характеризується значнимями диспропорціями між попитом та пропозицією кадрів [практично за всіма вакансіями в розрізі професій зафіксований дефіцит, тобто пропозиція (чисельність безробітних) перевищує попит]. Найбільше не вистачає вакансій за професіями підсобного робітника, водія автотранспортних засобів, продавця продовольчих товарів, продавця непродовольчих товарів, кухаря. Натомість, дефіцитними професіями, які мають попит на ринку праці, є машиніст-обхідник з турбінного устаткування, слюсар з ремонту парогазотурбінного устаткування, машиніст-обхідник з котельного устаткування, електромонтер з обслуговування електроустновок, машиніст тістомісильних машин, монтажник санітарно-технічного устаткування, флорист, няня, електромонтер з ремонту та монтажу кабельних ліній, різальник труб і заготовок, пресувальник вогнетривких виробів. Визначено, що система підготовки майбутніх кваліфікованих робітників у закладах освіти регіону потребує суттєвої модернізації, оскільки наразі існують суттєві невідповідності між рівнем підготовленості випускників до професійної діяльності та вимогами роботодавців. Складність адаптації випускників на робочих місцях пов’язується з браком у них певних професійних компетентностей та особистісних якостей, розвиткові яких мали б приділяти увагу у процесі первинної професійної підготовки в закладах, — практичної підготовки, досвіду, фахової підготовки, умотивованості до роботи. Дефіцитами також є відповідальність, самостійність, цілеспрямованість, низький рівень кваліфікації. З’ясовано, що співпраця між закладами освіти і роботодавцями й досі здійснюється у традиційних формах — проходження виробничої практики учнів закладів на базі підприємств, участь працівників підприємств в оцінюванні якості підготовки кадрів. Превалювання формальної взаємодії суттєво знажує якість підготовки кадрів для потреб регіональних ринків праці. Виокремлено напрями підготовки кадрів для актуальних і перспективних потреб регіону: машиніст екскаватора, автомеханік, електрогазозварник, слюсар-ремонтник, електромонтер, токар, машиніст крану, кухар-кондитер. У структурі моделі компетентностей майбутніх кваліфікованих робітників виокремлено базові та професійні компетентності, які забезпечуватимуть швидку адаптацію та ефективну роботу випускників на підприємтсвах регіону. Визначено, що для ефективного розвитку регіональних ринків праці та ефективної підготовки кадрів для них ключовим є реалізація ідеї публічно-приватного партнерства закладів освіти і підприємств-роботодавців, найбільш ефективними формами якої має бути співпраця в аспекті перегляду освітніх програм, консультування з питань їхнього змісту, методів і технологій освітнього процесу, надання рекомендацій щодо оновлення обладнання, надання навчально-методичних матеріалів, допомоги в оновленні бібліотечного фонду, баз даних, до забезпечення освітнього процесу в закладі (запрошення так званих гостьових спікерів), підвищення кваліфікації викладачів і майстрів виробничого навчання, спільної проєктної діяльності, здійснення профорієнтаційних заходів, організації екскурсій учнів та абітурієнтів на підприємства, інформування про можливості працевлаштування на підприємствах, лобіювання інтересів закладу на рівні органів місцевого самоврядування, участі у визначенні стратегії розвитку закладу, сприяння залученню додаткових джерел фінансування, створення дорадчо-консультативних органів управління закладом (консультативних рад зі спеціальності, наглядових рад тощо). Ключові слова: регіональні ринки праці, підготовка кадрів, заклади освіти, заклади професійної (професійно-технічної) освіти, ефективність, професійна підготовка. Формул: 0; рис.: 0; табл.: 0; бібл.: 9.

SCIENTIFIC APPROACHES TO THE FORMATION OF PROFESSIONAL VALUE ORIENTATIONS OF FUTURE DOCTORS

In the article we have considered and substantiated scientific approaches to the formation of professional values of future doctors. Among the existing scientific views on the problem of professional training of future doctors, we have identified those that satisfy both in the traditional and in the innovative plane: axiological, competence and technological ones.

Comparative characteristics of future theater art specialists’ professional training in Ukraine and the USA

The article provides a comparative analysis of the training of future theater professionals at universities in Ukraine and the United States. The author reviews modern scientific works on the problem of professional training in general and optimal approaches to the selection of criteria for comparative research. On the basis of a comparative comparison, common and different aspects of professional training of future theater professionals at universities in Ukraine and the United States were clarified.
 The author determined that the peculiarities of the methodological principles are that in the United States they are presented more widely and more thoroughly in legislative documents; the concept of professional training of future specialists in theater art, approaches and principles in general determine the vector of further development of the system of professional training in the research area; standards in the United States are also comprehensive and specific, which provides better control over the quality of higher education in the theater; qualification requirements in the United States and Ukraine largely coincide (qualifications, features of vocational education - terms and institutions where it is possible to get a profession); content structure and list of disciplines is characterized by flexibility, diversity and differentiation in the US, which provides a wider range of individual trajectory of vocational education, while in Ukraine the list of disciplines and their content is much narrower); forms, methods and tools that are also component components of organizational and methodological principles in the system of university education in the United States and Ukraine are characterized by variability and generally provide quality training for future theater professionals in both countries