Professional Competence Of Future Specialists Research Articles

APPROVAL OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE OPERATORS IN INFORMATION PROCESSING AND SOFTWARE

The article is devoted to the problem of researching the effectiveness of the process of forming the professional competence of future information processing and software operators in the process of professional training. It was found that the system of training future specialists in the process of professional training is aimed at ensuring their readiness for professional activity, taking into account all components of the educational process of the educational institution. It was clarified that the important factors of the problem of the formation of professional competence of future specialists in the process of professional training are inadequate readiness for professional activity and the appropriate level of their professional competence for such activity. It was revealed that the process of formation of professional competence of individuals for professional activity is influenced by the following factors: transformation of the content of training of future operators in information processing and software in professional (vocational and technical) education institutions; the prestige of the profession and its social significance; professional development and development of the personality of future specialists; acquisition of practical experience by students of education regarding the implementation of innovative technologies and project activities; purposeful mastery of professional skill and specialty; the formation of a culture of mastery and the readiness of qualified specialists for professional activity. It is specified that the formation of professional competence of future specialists in the process of professional training is oriented towards: purposeful formation of a complete system of professional competences in the process of professional training; development of motivational potential; enrichment of the development of individual and professional qualities, formation of self-assertion, improvement of personal and professional assets, acquisition of one's own style of work; accumulation of experience in professional skills for effective performance of professional activities, improvement of professional abilities and skills for further self-actualization, self-improvement of professional activities, development of quick adaptation to full-fledged future activities; improvement of assets of creative and scientific research, enabling professional self-development in professional activity. The study of the continuity of the development of future specialists to professional activity requires further development.

Formation of Professional Skills of Agricultural Engineers during Laboratory Practice when Studying Fundamental Science

The article deals with the problems of organizing and conducting professionally oriented laboratory classes in fundamental sciences, in particular physics in agricultural and technical universities. The research aim is to theoretically substantiate and develop the methodology for the formation of professionally oriented experimental skills of future agricultural engineers in the process of performing laboratory work in physics in the conditions of the integration of fundamental and professional training. To achieve the research aim, we used the following research methods: theoretical (comparative analysis of scientific, methodological and pedagogical literature) and empirical (observation, analysis, survey of respondents, generalization and modeling of research results, generalization of pedagogical learning experience). In order to select and understand the experiment results, we conducted a survey of teachers and students in order to reveal their understanding of the importance of studying physics for future professional activities. The analysis of the content of physics curricula and other subjects of the natural-mathematical and professional cycles of training made it possible to determine the topics that can be supplemented at laboratory classes in physics (these additions are aimed at the formation of practical skills, which are a necessary component of the professional competence of future specialists in the agricultural sector). The professional orientation in teaching natural sciences involves studying the science basics in an organic connection with the specifics of the future profession. The research experimentally proved that the practical focus of teaching physics changes the student’s attitude to theoretical training, helps him discover the deep internal interdependence of theory with future professional activity, his training as a specialist.

Формування професійної компетентності майбутніх фахівців з професійної освіти засобами цифрових технологій

The relevance of the study is due to the current state of education as a social institution that determines the professional success and competitiveness of young people in the labor market. The competency-based approach to education is one of the key areas for improving higher education in Ukraine. This approach contributes to the realization of the concept of humanistic education, provides for the training of qualified specialists who have not only in-depth knowledge of their profession, but also are able to navigate in related fields, are ready for continuous professional development and social and professional mobility.
 The article considers the content of professional competence of future specialists in vocational education and highlights the principles and approaches aimed at its formation by means of digital technologies. It has been determined that the professional competence of future vocational education specialists is an integrative and dynamic characteristic of a person based on a set of special knowledge, practical skills, abilities and personal qualities. The analysis of the practice of using digital technologies in education has confirmed their significant potential in reforming the content, forms and methods of teaching students. It is noted that the construction of educational interaction on the principles of systematicity, integrity, professional orientation, interactivity, reflection, individualization of learning and social responsibility, as well as the application of the provisions of competence-based, activity-based and personality-oriented approaches will contribute to the training of highly qualified specialists who have a wide range of knowledge and professional skills, show the ability to improve the work process with the help of the latest technologies and have the ability to self-development.
 The prospects of the study are to develop a model of professional training of future vocational education specialists using digital technologies and to organize a pedagogical experiment to determine its effectiveness.

ВИКОРИСТАННЯ В ОСВІТНЬОМУ ПРОЦЕСІ ТЕХНОЛОГІЙДИСТАНЦІЙНОГО НАВЧАННЯ

The integration of Ukraine into the European educational space involves strengthening the requirements for the quality of professional training of future specialists. The main task is to create all the conditions for learning, personal and professional development of students, to ensure the effective formation of their professional competence, regardless of the modern challenges and dangers faced by society in the 21st century. Currently, higher education institutions have a dilemma: are they able to move away from the traditional academic style of teaching to innovations, to focus not on knowledge and skills, but to ensure the process of forming the competence of the future specialist. Considering the circumstances, digital technologies are becoming more and more widespread, and in scientific publications there is a debate about the effectiveness of their use in the educational process of higher education. The integration of digital technologies in higher education creates new opportunities for both students and teachers, making learning more interesting, dynamic, visual, etc. The advantages and features of the use of remote technologies to improve the quality of professional training of future specialists in the conditions of a mixed form of organization of the educational process in institutions of higher education, which creates new conditions of learning and cooperation for all participants of the educational process, are considered. The most promising technologies of distance learning are characterized, which have important advantages, taking into account the peculiarities of the professional training of future specialists in the conditions of mixed learning in institutions of higher education. Such technologies include: gamification of the process of professional training of future specialists, quest technologies, cloud-based learning technologies, intelligent information systems in education, mobile learning technologies, immersive technologies. Currently, in the conditions of modern existence and development of society, innovative technologies are offered to higher education seekers, which gradually replace traditional methods of learning and ensure flexibility and quality of the educational process. We see the prospects for further research in the improvement of the educational process by determining the optimal ratio of classroom and remote components in the conditions of a mixed form of education in the process of developing the professional competence of future specialists and developing appropriate educational and methodological support.

CORPORATE SOCIAL RESPONSIBILITY AND ITS IMPACT ON BUSINESS SUSTAINABILITY

This article substantiates the relevance of developing a model of professional competence for future skilled workers with a focus on ensuring sustainable development. The analysis of factors influencing the formation of professional competence serves as the basis for this research. The primary objective of the article is to systematically structure and analyze the factors contributing to the development of professional competence in future specialists with an emphasis on sustainable development. The article specifically outlines the stages involved in the model's development, utilizing professions within the food production sector in the European Union as a case study. The intent is to adapt the insights gained from this examination to the national system of vocational education. The theoretical framework of the article is grounded in established methods, including analysis, synthesis, interpretation, abstraction, generalization, analogy, and comparison, employed to effectively structure and analyze the factors influencing competence formation in future professionals. The authors employ modeling methods to elucidate the stages involved in the development of the model and utilize comparative methods to contextualize and adapt the European experience to the national system of vocational education. Systematic structuring and analysis of factors influencing the formation of professional competence in future specialists with a focus on sustainable development are carried out by the authors. This analytical approach enables the identification of distinct levels of competence distribution across various dimensions of sustainable development, including international, national, regional, sectoral, and institutional (enterprise-vocational education institution) levels. Additionally, the article presents the stages involved in the development of a competence formation model, using professions related to food production in the European Union as a case study.

Gamification in the educational process of higher education institutions

The article theoretically reveals the content of the terminological apparatus of gamification. The purpose of the article is the need to introduce and study the most effective ways of introducing gamification into the educational process of higher educational institutions for the preparation of a competitive young generation. The methodological concept reflects the relationship and interaction of the use of gamification methods in the educational process of higher education institutions, in particular the use of various components (motivational, meaningful, active, and reflective components). The results show the main directions of influence and structural elements of gamification; the main areas of influence of gamification on the educational environment are clarified; six steps of game mechanisms for introducing gamification into the educational space are described; the importance of implementation, negative manifestations of gamification for the educational process are shown, and the main aspects of gamification are revealed. The most effective features of gamification for students of higher education are listed and examples of Internet projects using gamification in the educational space are given. The introduction of gamification methods through the use of models is substantiated. An experimental study was conducted to check the formation of professional competence in future specialists by providing an educational gamified system in higher education institutions.

Formation of professional competence of future bachelors in the specialty physical culture and sport in the process of teaching the discipline “Culture of personal health”

The authors of the article emphasize that in the modern period the problem of forming the professional competence of future bachelors capable of thinking creatively is a major challenge, to model the educational process, to be a generator and implementer of ideas, to introduce new technologies in the process of teaching and learning is relevant. Pedagogical science is currently searching for new approaches to teaching that would provide high theoretical and practical training, contributed to the orientation of the educational process towards the individual, creating favorable conditions for each student to achieve the level of knowledge possible and necessary for him/her. The article defines the concept of "professional competence" as an integrative formation based on key, general professional and professional competencies. Professional competence is a basic and system-forming concept and is considered as a system of knowledge, skills, abilities and personal qualities that correspond to the content of professional activity, and involves: a person's awareness of his or her aspirations for activity, needs, interests, desires and value orientations; motive for activity, understanding of his or her social role; self-assessment of personal qualities and properties as a future specialist (professional knowledge, skills, abilities); self-assessment of personal qualities as a future specialist; regulation of his or her professional development.
 It is indicated that in order to modernize the educational process and to form the professional competence of future specialists at the Mykhailo Drahomanov Ukrainian State University, it was proposed to introduce a compulsory integrated discipline "Culture of Personal Health" as part of the cycle of general training for all bachelor's degree programs. The formation of professional competence of future bachelors, providing them with knowledge, skills and abilities is the result of the integration of all forms of educational activities.
 It is noted that personal experience shows that in order to form the professional competence of future bachelors in the specialty physical culture and sport (human health and physical recreation) in the process of teaching the discipline ‘Culture of Personal Health’ it is necessary to create a combined educational environment in which the participants of the educational process will feel more comfortable; can become active participants in the educational process. It is important to stimulate the habit of self- study and search for new information in any way possible; to develop skills that provide the ability to continue to improve their professional level on their own.

Research of Using the System Approach to Increase Professional Competence of Students in the Process of Studying Natural Sciences

The study deals with the formation of professional competence of future agricultural engineers in higher education institutions. Based on the analysis of modern concepts, we rethink the essence, purpose, and content of the training of future mechanical engineers from the perspective of the implementation of the competency approach. The purpose of the article is to study the formation of sustainable professional competence of future agricultural engineers in the process of studying natural sciences. We use theoretical research methods: study and analysis of psychological-pedagogical, normative and special literature on the research problem; analysis of state educational standards, programs, books and methodical materials. We have developed a structural-functional model of formation of professional competence of mechanical engineers, which will allow to ensure effective formation of professional competence of future specialists in the agricultural and technical field. The study emphasizes the importance of implementing the principle of professionally oriented training of future engineers in the process of forming their professional competence. It also proves the effectiveness of the formation of professional competences of future engineers with the aim of training highly qualified specialists in the agrarian and technical field.

Methodology of Preparing Future Specialists for Professional Activity Based on the Principles of Andragogy: An Example of Technical Professional Colleges Pupils

This article describes the methodology for preparing students of professional education in the technical direction for professional activities based on the principles of andragogy. The article provides an analysis of acmeology and akmeological approaches in pedagogical, psychological and philosophical terms. The model of preparation of future specialists for professional activities, as well as models of the innovative-acmeological environment of professional training are presented. In the akmeological assessment of professional activity of students of professional education, the SWOT analysis method was used, and a mathematical-statistical analysis was presented. Digressing from the problem, which is considered in this research, and its solution within acmeological approach, the aim of the study is to find its origins and determination of its role in the development of professional competence of future specialists during their studies in higher education institutions. Synthesizing knowledge of many sciences and applying main elements of modern approaches, the notion of “acmeological culture” presents more specific interpretation of the development of professionalism and professional competence. The purpose of the article is to develop the methodology of professional development of future specialists based on androgogical principles. As a task, to create the “Individual professional development program” module for the professional education curriculum and the implementation of innovative educational technologies in its teaching.

Structural Components of Professional Competence of Future Economists Studying at Professional Economic Colleges

The article deals with the problem of forming the professional competence of future specialists in economic specialties who receive education in professional economic colleges. The relevance of the current study lies in the fact that the dynamics of the traditional methodological approach in the educational process, given the global world trends, determines the priority of focusing on the competence approach and requires a detailed development of the content of the concept of competence of future specialists in economic specialties. The aim of the article is to determine the structure of future economists’ professional competence and the peculiarities of its formation in the educational space of professional economic colleges. The study used general research methods, such as generalization, comparison, systematization and abstraction, analysis, synthesis, and specification. Results. The structure of professional competence of future specialists in economic specialties, which combines professional and personal components, is substantiated. The vectors of improving the educational process aimed at forming information and digital, communication and intercultural competence in future specialists in economic specialties as an important component of their overall professionalism are allocated. The article establishes that the need to actualize the phenomenon of professional competence is due to the specific requirements for the professional qualities of an economist, characterized by the specific content and specific focus of professional activity. Conclusions. In the course of the study, it has been found that one of the promising areas of the educational process is the formation of future specialist’s personal qualities, including his/her digital literacy, logical thinking and international communication skills. It has been found that further research need determining and substantiating the psychological and pedagogical conditions for implementing the model of forming the economic specialties students’ professional competence in vocational education of higher education institutions. In addition, the basic principles of implementation and development of the educational process interdisciplinary integration are characterized. The development of an algorithm for the formation of foreign language professional communicative competence in future specialists of the field is seen as a promising direction of future research on the outlined topic.

GENERAL THEORETICAL ISSUES OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE SPECIALISTS IN THE NATURAL SCIENCES

The article is devoted to the problem of forming the professional competence of future specialists in the natural sciences. The purpose of the article is to determine the directions of successful formation of professional competence of future specialists in the natural sciences. The research methods are theoretical (analysis of scientific sources, educational and professional programs in the natural sciences, websites and platforms for organizing distance learning, synthesis and generalization of results); empirical (generalization of pedagogical experience). The article analyzes the approaches of domestic scientists to defining the essence of the concept of «professional competence» and presents the author's position of the essence of the concept of «professional competence of future specialists in the natural sciences». It has been found that the professional training of future specialists in the natural sciences at universities is carried out in accordance with the Standards of Higher Education of Ukraine (field of knowledge 10 Natural Sciences). Based on the theoretical analysis of the Standards of Higher Education of Ukraine (field of knowledge 10 Natural Sciences), educational and professional training programs for specialists in the natural sciences, experience in organizing the educational process and training of specialists in this field at V.N.Karazin Kharkiv National University and H.S.Skovoroda Kharkiv National Pedagogical University (for the period of 2021-2023 academic years), the priority areas for the successful formation of professional competence in the languages of transformation are identified.

CONTENT OF NATURAL AND SCIENTIFIC TRAINING OF FUTURE SPECIALISTS IN PHYSICAL THERAPY AND ERGOTHERAPY AT THE INITIAL (THEORETICAL) STAGE OF TRAINING

The article examines the regulatory and legal provision of natural and scientific training for future specialists in physical therapy and ergotherapy in modern higher education institutions. A structural analysis of the content of natural and scientific training of future specialists in physical therapy and ergotherapy at the initial (theoretical) stage of training has been carried out. A systematic study of the educational disciplines of the natural and scientific training of future specialists in physical therapy and ergotherapy makes it possible to reveal their significant number, the presence of frequent repetitions of the same type of information and situational tasks, that is, the task of mutual coordination of the content component of training, modernization of natural and scientific training and optimization based on structural analysis. The results of the structural analysis of the content of natural and scientific training of future specialists in physical therapy and ergotherapy at the initial (theoretical) stage of training are given.
 The professionally oriented content of natural science disciplines («Biochemistry», «Human Anatomy», «Human Physiology», «Age Anatomy and Physiology», «Physiology of Motor Activity», «Fundamentals of Hygiene and Ecology», «Biomechanics», «General Theory of Health, Diagnosis and Monitoring of the State of Health»), and their focus on the formation of the components of the natural and scientific competence of a specialist in physical therapy and ergotherapy is determined.
 The organization of natural and scientific training through the implementation of the methodology for the formation of professional competence of future specialists in physical therapy and ergotherapy integrates practice-oriented teaching techniques and is aimed at defined pedagogical conditions implementation. It is worth noting that in the process of natural and scientific training, the specified pedagogical conditions are implemented based on taking into account the peculiarities of the functioning of the integral integration system and by introducing the initial (theoretical), basic (practically oriented) and final (professionally adaptive) stages of training.

Організаційні та дидактичні особливості формування графічної компетентності майбутніх фахівців у галузі електроніки та телекомунікацій

The article examines the actual problem of determining the organizational and didactic features of the formation of graphic competence of future specialists in the field of electronics and telecommunications. It is noted that graphic competence is an integral part of the professional competence of future specialists in technical specialties for a number of reasons: ensuring communication; design and modeling; standardization and documentation; training and cooperation; innovation and development. The development of innovative approaches to the formation of graphic competence of future specialists in the field of electronics and telecommunications, like any pedagogical technology, must satisfy some basic methodological requirements. The following can be attributed to them: conceptuality, systematicity, manageability, efficiency, reproducibility.
 Summarizing scientific research, didactic conditions for the formation of graphic competence of future specialists in the field of electronics and telecommunications are interpreted as a set of purposefully created, improved and selected teaching methods and techniques to achieve certain didactic goals (formation of graphic competence at a high level). They include the characteristics and peculiarities of professional training, which are taken into account when designing and organizing the educational process in order to optimize the process of students' acquisition of educational experience.
 Therefore, the determination of didactic conditions for the formation of graphic competence of future specialists in the field of electronics and telecommunications, with the aim of further building a model of this process, involves the establishment of the following aspects: the characteristics of the cognitive features of students of higher education. The establishment of such features is foreseen at the stage of the pedagogical experiment by analyzing the level of development of cognitive functions, opportunities for analysis, synthesis, awareness of information, etc.; determination of individual characteristics of students, because each of them is a unique individual with his own strengths and weaknesses, interests, learning style, etc. Therefore, didactics should provide opportunities for the development of individual educational trajectory and development; determination of appropriate pedagogical methods and technology to ensure effective formation of graphic competence of future specialists in the field of electronics and telecommunications.

Дефінітивний аналіз ключових понять з професійної підготовки майбутніх правозахисників у закладах вищої освіти

The article provides a definitive analysis of key concepts in the professional training of future human rights defenders in higher education institutions. The problem of training future specialists for various aspects of professional activity, in particular legal protection, attracts the attention of the domestic scientific community today. The result of this is the emergence of scientific works that present the results of the search for effective ways of forming the legal competence of future specialists in non-legal specialties, the development of the legal culture of young people, and the improvement of legal awareness of adults.
 The purpose of the article is to analyze the terminological apparatus related to the formation of professional competence of future specialists in the field of law.
 In the process of a comprehensive and thorough analysis of the problem of professional training of future human rights defenders in institutions of higher education, the following leading terms of the research problem were singled out: “competence”, “professional competence”, “legal competence”, “human rights defender”, “human rights protection activity”, “professional competence of a human rights defender”, “professional training of future human rights defenders” and “model of professional training of future human rights defenders in higher education institutions by means of distance learning”.
 Therefore, building a model of professional training of future legal scholars in institutions of higher education will allow to determine the conditions for the development of their professional competence and increase the efficiency of the educational process. Therefore, within the scope of our research, the model of professional training of future legal scholars in institutions of higher education is a way of formalizing the studied pedagogical phenomenon, with the help of which its main features and properties are tracked.
 Taking into account the multifaceted nature and complexity of the research topic, it is necessary to continue further theoretical development and practical testing of the developed model of professional training of future human rights defenders in higher education institutions by means of distance learning.

Cтруктура професійної компетентності фахівців у галузі управління та адміністрування

The article substantiates the peculiarities of the formation of professional competence of future specialists in the field of management and administration. The essence and structure of professional competence of specialists in the interpretation of different researchers are analyzed, the advantages and disadvantages of each approach are clarified.
 The purpose of the article is to substantiate the structure of professional competence of future specialists in the field of management and administration.
 Based on the interpretation of professional competence of future specialists in accordance with the model of I. Winter, the article was an attempt to justify the structure of professional competence of future specialists in the field of management and administration. In particular, the following basic elements were identified and characterized: professional competence (system of professional knowledge, skills and abilities, on the basis of which the ability to conduct professional activities is formed); digital competence (ability to use digital technologies in the process of solving professional problems); legal competence (system of legal knowledge, practical skills, abilities, experience that allow the employee to solve professional problems in the legal field); occupational safety (ability to conduct professional activities safely); communicative competence (ability to communicate and justify decisions in state and foreign languages) and personal competence (formed desire for personal and professional development throughout life, as well as acquired certain personal qualities of the employee).
 Given the complexity and multifaceted nature of the chosen topic, the prospects of scientific research consider the need for further theoretical research and their practical implementation.

DEVELOPMENT OF FOREIGN PROFESSIONAL COMPETENCE OF FUTURE SPECIALISTS IN NON-LINGUISTIC HIGHER EDUCATION INSTITUTIONS

The present study discusses the peculiarities of developing foreign language professional competence of future specialists in a non-linguistic higher education institution. Purpose of the article is to examine the peculiarities of developing foreign language professional competence of future specialists in a non-linguistic higher education institution. The research used methods of comparative analysis, didactic methods and techniques, analysis and synthesis, as well as generalization. An analysis of recent publications on the topic has been conducted, revealing the specific features of foreign language professional competence of future specialists in a non-linguistic higher education institution. The article characterizes the specificity of foreign language professional competence of future specialists in a non-linguistic higher education institution. The main ways of developing teachers' professional competence are outlined, including work in methodological associations and creative groups, research and experimental activities, innovative activities and the acquisition of new pedagogical technologies, various forms of pedagogical support, active participation in educational competitions, workshops, forums, and festivals, synthesis of their own pedagogical experience, and the use of information and communication technologies. It is determined that the development of foreign language professional competence involves the development of creative individuality, the formation of sensitivity to pedagogical innovations, and the ability to adapt in a changing educational environment.

Differential Education–Based Methodology for Improving General Competence of Future Specialists

The methods of forming the general professional competence of future specialists based on differentiated education are shown in this scientific research work, as are the methods of using a differential approach in the formation of general professional competence of students, the model of forming the general professional competence of students in the process of differential education has been developed and scientifically based, and the criteria, indicators, and levels of students’ general professional competence have been developed and scientifically based.

Tolerance as an important aspect of the professional competence of future specialists

The article outlines tolerance as an important aspect of the professional competence of future specialists. The purpose of the article is disclosed, which substantiates the foundations of the formation of tolerance in students of education as an important aspect of the professional competence of future specialists. The main positions of the formation of tolerance among education seekers are shown and the necessity of an important aspect of the professional competence of future competitive specialists is shown. The definition of tolerance in various aspects is proposed. In order to reveal the essence of professional tolerance, its functions, which are important in our research, are summarized. A typology of tolerance was carried out according to the social spheres of its existence. The article proposes and analyzes three types of orientation of professional tolerance of an individual: intertolerance (external type of tolerance); intratolerance (internal type of tolerance); balanced type of tolerance (clear combination of intratolerance and intertolerance). In the article, the authors define various principles and components of professional tolerance. The criteria of a culturally tolerant personality are singled out. The principles and functions of professional tolerance are considered.

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.

Improvement of the procedure of the professional competence evaluation of the students of technical specialties

Analysis of the scientific and methodological literature on the problem of evaluation of professional competence of future specialists in technical specialties was carried out. Basic methods of professional competence assessment are defined: determination of levels of structural components of competence, determination of levels of competence by means of assessment of student activity, use of competence portraits of a specialist, use of a structural matrix of complex assessment, etc. The shortcomings and advantages of the existing methods of professional competence assessment, as well as the limits of their use, are analyzed. The author’s approach to assessing the professional competence of future employees of technical specialties is proposed, it is based on measuring the level of professional abilities and skills, determining the student’s ability to navigate in the educational space, determining the level of independence in the outlined problem and its solution, as well as determining the ability of the future specialist for self-education and reflection. Prospects for further research are outlined, which consist in the development of effective mechanisms for assessing the professional competence of future specialists in technical specialties at each stage of obtaining higher education.