Professional Cycle Research Articles

Using hope theory to understand changes from professional learning in inclusive education

AbstractProfessional learning for quality teaching is a lifelong enterprise. Nevertheless, it entails a considerable cost with varying outcomes. Drawing on Snyder's hope theory and Pantic's teacher agency, this paper aims to present a model aimed at deepening our understanding of teachers' intentions and competencies in inclusive education. The model formulates a professional learning cycle tailored to address their unique needs. This study draws on data from a larger qualitative dominant mixed‐methods study exploring 18 teachers' professional learning experience with the inclusionEd online platform. The process involved a pre‐training online survey and interviews and employed multiple strategies for data analysis. Descriptive statistics were used for pre‐training survey data to assess teacher‐participants' attitudes towards inclusion and efficacy levels in this area. Subsequently, using Snyder's hope theory and Pantic's teacher agency, we deductively analysed interview data. The quantitative results showed that teacher‐participants had positive beliefs about inclusive education with high efficacy. However, qualitative data analysis uncovered a misalignment between their stated beliefs and enacted beliefs, revealing diverse pathways to both success and challenges in their implementation of inclusive practices. The qualitative analysis, combined with the preliminary survey findings, unveiled the fluidity of hope and identified the influences on shifting hope and maintaining a positive stance. We offer an illustration of teacher professional learning pathways. Understanding how these pathways might be used to increase the value and outcomes of professional learning programmes is discussed. This study concludes with a discussion of theoretical and practical implications and directions for future research.

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF GEOGRAPHY TEACHERSGEOECOLOGICAL COMPETENCE IN THE EDUCATIONAL PROCESS

Today, the formation of competence of geography teachers is an actual task of higher education. To prepare a competitive personality capable of perceiving global problems, to functioning in new socio-economic, socio-cultural conditions, taking into account the modern concept of the joint existence of man and nature. Competence is the ability and knowledge in the field of interaction between geosystems and ecosystems, the influence of human activity on the surrounding nature, as well as the ability to adapt to changing environmental conditions and effectively respond to environmental threats and challenges.The article has an analysis of theoretical and methodological literature, the following concepts are specified and given to the following concepts: “competence”, “competency-based approach”. The pedagogical conditions for the effective formation of the competence of geography teachers in the educational process have been identified and substantiated, and the pedagogical technology for the formation of geography teachers’ competence in the educational process of the university (through the disciplines of the professional cycle, educational and scientific research activity) has been identified.

Characteristics of perception channels of doctors and their changes in the process of professional retraining in the discipline of «Osteopathy»

Introduction. Perception is a holistic reflection of objects and phenomena, in which all perception channels — auditory, visual, kinesthetic — are present. The degree of expression of each channel in the general structure of perception differs. Psychological studies usually show the specific weight of perception channels in its general structure in a one-stage «slice» of a certain group of people. No data on the peculiarities of the perception channels of physicians were found in the available literature. There are very few data on the changes of perception channels in one group of subjects over a long period of time.The aim of the study is to research studying the characteristics of perceptual channels in doctors of different specialties and in the students of professional retraining in the specialty «Osteopathy» in the process of training.Materials and methods. The cohort, prospective study was conducted during 2022–2023 on the basis of the Institute of Osteopathy, St. Petersburg. The object of the study was the students of the professional retraining cycle in the specialty «Osteopathy» — 32 people aged 30–68 years (median — 46,4 years), 13 men and 19 women. The examination was carried out 3 times, at the end of the 2nd course, at the 3rd course and at the 4th course. Twenty-three subjects completed the 3-fold survey. Also during 2023, a cohort, one-time survey of physicians was conducted on the basis of Samara City Polyclinic № 1: gynecologists — 27 people 27–68 years old (median 42,37 years old), dentists — 25 people 24–61 years old (median 42,5 years old), pediatricians — 26 people 24–70 years old (median 43,6 years old), therapists — 23 people 24–64 years old (median 39 years old). All subjects had completed higher medical education and more than 1 year of work experience. The questionnaire S. A. Efremtseva′s questionnaire «Diagnostics of the dominant perceptual modality» was used, which consists of 48 questions aimed at identifying the predominant perceptual channel in three directions: auditory, visual or kinesthetic. The maximum number of points for each of the three modality channels is 16 and the minimum is 0. The survey was anonymous. In the questionnaire, participants provided data on their gender, age, work experience, and date of the study.Results. The peculiarity of the structure of dominant channels of perception in doctors (gynecologists, therapists, pediatricians) was revealed: the kinesthetic channel was most often dominant (36–50 %), the visual channel was second (19–30 %), and the polymodal channel was third (19–22 %). The auditory channel as the dominant channel was the most rare, but at least 11 %. Among dentists, the visual channel of perception was predominant in the dominant structure, 40 %, and 4 % less frequently the kinesthetic channel, with polymodal perception dominant in only 4% of cases. In doctors working in the specialties of «Gynecology», «Dentistry», «Pediatrics» and «Therapy» there was no statistically significant difference in the expression of all perception channels (p>0,05). The general structure of perception of primary retraining trainees in the specialty «Osteopathy» underwent changes as the training progressed. The specific weight of the polymodal channel in the general structure of perception increased annually and increased almost 7 times in the 4th course in comparison with the 2nd course (in 43 % of cases the dominance of the kinesthetic channel was combined with the auditory channel, in 57 % — the kinesthetic channel was combined with the visual channel). The specific weight of the auditory channel decreased, and by the 4th course there were no listeners with a dominant auditory channel left. The expression of the kinesthetic channel in the students of the course «Osteopathy» in the course of training systematically increased (p=0,0008). In the 2nd year of training future osteopaths did not differ from doctors of other specialties, in the 4th year they began to differ by greater expression of the kinesthetic channel (p=0,0001). There were no statistically significant dynamics and differences in other channels.Conclusion. In doctors, the kinesthetic channel of perception most often dominates. In the students of professional retraining in the specialty «Osteopathy», as the training progressed, there was a further increase in the expression of the kinesthetic channel of perception. Its greatest increase occurred in the 4th year of training, and future osteopaths began to differ from doctors of other specialties by this indicator.

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.

Assessment of satisfaction in emergency remote learning from pharmacy students’ perspective in a public university in Brazil

The remote teaching-learning process in the Baccalaureate of Pharmacy at UFMG brought many challenges to the students, thus our objective was to assess the satisfaction of the students with the ERL. It was evaluated when the classes were instituted by means of Emergency Remote Learning (ERL), during the coronavirus pandemic (SARS-CoV-2). A questionnaire addressing teaching-learning data, sociodemographic habits and lifestyle was collected through a virtual platform and, data are analyzed by linear regression and by the Classification And Regression Tree (CART) technique. The overall mean students´ satisfaction with ERL was 3.12±1.10 (Likert scale 1-5), presenting an inverse correlation with learning in the professional cycle of the course (p<0.001). Only 3.1% indicated 'none or little learned', variable classified as maximum satisfaction. Low satisfaction was registered with the quality of the practical classes (3.06±1.22) revealing the limitation of ERL in the case of a lot of practical content, as for Pharmacy course. A high level of satisfaction was related to the didactics and methodology of the professors (3.55±0.99), showing their commitment and dedication to the ERL, despite the difficulties of its implementation. The study results point for improvements in content, course organization, or the use of different technologies to enhance student satisfaction with remote learning format.

E-Learning challenges and trainee teacher engagement: Lessons from the COVID-19 pandemic

Introduction The sudden emergence of the COVID-19 pandemic resulted in a compulsory shift to distance learning due to school closures. Consequently, all educational courses were delivered virtually. To facilitate this transition for students and educators, the Ministry of Education implemented digital learning platforms, such as Taalim.ma and TelmidTice. Furthermore, the Broadcasting and Television National Company reorganized its television channels to maintain continuity throughout the academic year. As a result, trainee teachers have effectively shifted to distance learning, using resources such as e-Takwine, MOOC classes, and digital classrooms.Objectives This study examines the factors that cause discomfort among trainee teachers and evaluates their influence on satisfaction with distance learning during the COVID-19 pandemic.Methods We conducted a descriptive study with 370 Moroccan trainee teachers, with a mean age of 28.30 ± 5.99 years. We collected data using a self-administered questionnaire that was divided into three sections. The initial section examined sociodemographic and professional factors, including gender, age, marital status, academic level, and training cycle. The subsequent section focuses on discomfort-inducing factors, including living arrangements during lockdown, digital skills, material availability, network connectivity, and training schedules. Finally, the concluding section analyzes the trainees’ satisfaction and perceptions within their learning community.ResultsThe study indicated that 75% of trainee teachers lived in homes with four to seven residents, leading to confined living arrangements. Furthermore, 55% of the participants did not have a designated workspace for studying, focusing, or engaging with instructors. Participants identified various obstacles to online learning, including 80% lacking digital skills, 60% having insufficient equipment, 73.33% experiencing connection and network issues, 78.33% being unfamiliar with online learning, and 68.33% facing an unsuitable training schedule. The study indicates a positive correlation between trainee satisfaction and engagement (r = 0.422, p< 0.001).Conclusions The COVID-19 pandemic has necessitated online education as a crucial resource for ensuring the continuity of education. This study highlights the paramount significance of developing effective e-training policies to direct novice teachers toward successful online learning by alleviating their discomfort factors.Disclosure of InterestNone Declared

Features of the content formation of the discipline “Modern valeological technologies” as a mandatory educational component in the professional training of students of educational program “Human Health and Physical Recreation”

This article presents the experience of introducing the mandatory educational discipline "Modern valeological technologies" into the educational process of training applicants of specialty 017 "Physical culture and sport" (on the example of the " Human Health and Physical Recreation" educational program).
 The purpose of this article is to highlight the experience of using the pedagogical potential of the health-preserving content of the discipline "Modern valeological technologies" in the process of professional training of future specialists in physical recreation and teachers of the basics of health.
 The content and structural elements of this training course are revealed with the hours indicated, a brief thematic plan is presented. It is proposed to study the discipline "Modern valeological technologies" in the V-VI semester, after studying other basic disciplines of the professional training cycle in the I-II course, such as "Theory and methods of physical education", "Human anatomy with the basics of general and age-related physiology and sports morphology", "Physiology of physical exercises and motor activity" etc. The total amount of study time is 180 hours (6 ECTS credits), including 28 hours – lectures, 50 hours – practical and seminar classes and 102 hours – independent work. The final control form is an exam.
 It is noted that the following types of active and interactive teaching methods are the most effective in helping students learn the health-preserving content of the discipline "Modern valeological technologies": context-type lectures: problem (discussion) lectures, lectures with visualization, lectures-conversations, binary lectures, lectures with pre-planned mistakes, press conferences, reflective lectures, "lectures in pairs" or combined variations can be used as well, which will compensate for the shortcomings of a typical lecture; innovative forms of seminar classes: pro-seminar, seminar using heuristic conversation, seminar-colloquium, seminar-conference, seminar-dispute, seminar-workshop, seminar-brainstorming, seminar-business game; training methods.

Experience in managing the process of continuing medical education of medical workers in public health and health care

Introduction. The problem of continuous professional development of medical specialists with higher and secondary medical education is especially relevant at the present stage, when medical knowledge, technologies, and drugs are being improved every day. 
 Purpose. Analysis of the forms of conducting cycles of continuous medical education in the field of health care management and public health at the Pirogov Russian National Research Medical University of the Ministry of Health of the Russian Federation for the development of the most popular and perfect form of its implementation.
 Materials and methods. An analysis of the main directions of the mnagement of the process of continuous medical education of medical workers in general and in public health and health care in the Federal State Autonomous Educational Institution of Higher Education of the Russian National Research Medical University named after N.I. Pirogov of the Ministry of Health of the Russian Federation. 
 Results. Since 1977 a continuous medical education was started in the USSR. A course for advanced training of doctors in social hygiene was opened at the Department of Social Hygiene and Health Organization of the 2nd Medical Institute. Within the framework of the specialty “Organization of Health Care and Public Health”, the department conducted cycles of professional retraining (PP-504 hours), advanced training: 144 hours (PC-144), 72 hours and 36 hours. Continuing medical education is aimed at obtaining the competencies necessary to perform a new type of professional activity. The plans for further improvement of continuing medical education by the department provide for the renewal of work programs, the creation of distance and new relevant cycles.
 Limitations of the study. An analysis of professional retraining cycles of students of various durations for the acquisition of new qualifications, qualitative expansion of the field of knowledge, skills and abilities in the period 2017–2022 was carried out. 
 Conclusion. The presented data indicate the expediency of managing advanced training within the framework of the specialty “Organization of Health Care and Public Health” using short cycles of advanced training of full-time and distant forms of training of students.

Дуальное обучение в профессиональном педагогическом образовании: опыт реализации и перспективы

Abstract. We consider issue of methodological support for dual training in teaching academic disciplines of the professional cycle while training future teachers. We define dual training in teacher education as an organizational and content system of professional and social and cultural interaction of educational institutions, creating conditions for the practice-oriented formation of the personality and professional competencies of future teachers, is given. The experience of introducing dual training in a pedagogical college is analyzed within the framework of professional training in specialties 44.02.02 “Teaching in primary grades” and 44.02.05 “Correctional pedagogy in primary education”. Students' ideas about the role of dual education in professional training have been studied, the most effective forms of interaction between students and practicing teachers have been identified, as well as the main difficulties in the implementation of dual education. The study shows a high level of motivation for future teachers to implement dual education and its promise as a form of organizing the educational process. Using the example of the interdisciplinary course “Theoretical and Methodological Foundations of the Class Teacher’s Activities”, we determine the principles for the development and implementation of dual learning mechanisms, show specific methodological methods for implementing dual learning through a system of practical classes, classroom teaching practice, independent study work, and final certification of students, and the main forms of interaction with school teachers in the educational process.

Обучение проведению спасательных работ на пожаре с применением веревки пожарной спасательной: проблемы и перспективы

The article examines issues related to the specifics of the professional training process within the framework of mastering professional training exercises in carrying out rescue operations at height using a fire rescue rope. Possible means of rescuing people in a fire are considered. Using 25 years of observation experience and having conducted pedagogical monitoring of the educational process in terms of the disciplines of professional cycle: fire marching drill and smoke divers training, the authors focus on the problems and prospects of training in the use of a fire rescue rope when carrying out rescue operations in a fire. The results of the study of the training process for two basic exercises of professional training are presented.

Research, teaching and time: teacher practices and possibilities

Issues around the relationship between teachers and research have long been a topic of debate in the literature (Bartels, 2003; Borg, 2009, 2010; Erlam, 2008; Hall, 2023; Korthagen, 2007; Levin, 2013; Lightbown, 1985; Marsden & Kasprowicz, 2017; McIntyre 2005; McKinley 2019; Medgyes, 2017; Nassaji, 2012). There is a relationship between research and educational practice but it is complex and nuanced. Teachers engage with research through teaching, using research, often indirectly, to inform their professional practice. This paper argues that an explanatory framework (Maton, 2014) that can account for this complexity is required to understand the relationship between research and teaching; knowledge from sites of knowledge production such as university research centres is recontextualised by state education departments and educational publishers before being incorporated into classroom discourse (Bernstein, 2000; Maton, 2014). The paper then argues that a teachers' professional life cycle (Huberman, 1989) must be considered to ensure any more direct engagement with research is likely to be of benefit. Finally, the paper argues that teachers as practitioner researchers presents a possible way of more closely linking research and educational practice.

Social capital and woman entrepreneurs: the characteristics of social capital among woman entrepreneurs across different life stages

This research examined women entrepreneurs’ social capital in their different life stages. The main hypothesis is that women would have different levels and forms of social capital as they move from one stage to another in their lives in a professional cycle. We observe emotional support and encouragement from the environment, and instrumental social capital, through which the entrepreneur accesses information, business partners, and other resources relevant to her entrepreneurial process. A survey was emailed to a sample of women’s businesses detected with the help of an algorithm in a business register. Finally, there were 340 fully answered questionnaires collected for the statistical analysis that utilized Levene’s F-test to confirm equality of variances, followed by Tukey’s post hoc test. Otherwise, Tamhane’s test does not assume equality of variances. Based on the study results, we could not confirm that motherhood, which includes parenting, being a wife, and being a housewife, has different impacts on women entrepreneurs in different life stages. We also cannot support the hypothesis that there is a difference in the importance of social networks. However, our research confirmed the difference in the importance of parental influence and the influence of friends and acquaintances on their entrepreneurial journey.

Identifying and shifting educators' failure pedagogical mindsets through reflective practices.

In this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments. The aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred learning environments. The aim of Study 2 was to examine how participation in a video-based professional development cycle regarding failure moments in making-centred learning environments might have shifted museum educators' failure pedagogical mindsets. In Study 1, the sample included 15 educators at either a middle school or museum. In Study 2, the sample included 39 educators across six museums. In Study 1, educators engaged in a semi-structured interview that lasted between 45 and 75 min. In Study 2, the six museums video recorded professional development sessions. Results from Study 1 highlighted educators' failure pedagogical mindsets as either underdeveloped or rigid and absent of relational thinking between self- and youth-failures. One key result from Study 2 was a shift from an abstract sense of failure as youth-focused to a practical sense of failure as educator-focused and/or relational (i.e., youth educator-focused failure moments). Based on the results from Study 1 and Study 2, our research suggests that exploring an educator's relationship with failure is important and witnessing and reflecting upon their own failure pedagogical mindset in action may facilitate a shift towards a more complex and interconnected space for growth and development of both educators and youth.

Формирование компонентов критического мышления курсантов в процессе изучения русского языка как иностранного

Introduction. One of the tasks of modern education is the formation of the competencies of the «Systemic and Critical Thinking» group. Theoretical analysis. The article reveals the meaning of the concept of critical thinking, highlights its components and substantiates the significance of the development of this thinking in the cadets of the preparatory course, since it is during this period that the skills of working with scientific literature written in Russian are laid. Empirical analysis. These methods and techniques of working with didactic material based on the texts of the disciplines of the professional cycle made it possible to increase not only interest in learning the Russian language, but also to prepare students for the analytical reading of textbooks, which contributes to the development of critical thinking. Conclusion. The article presents arguments proving the importance of the development of critical thinking in military personnel, since the study of scientific and methodological literature led to the conclusion that, first of all, grammatical skills are formed in the process of learning a language as a foreign one. Examples of tasks that form and develop the components of critical thinking are given, the methods used in the process of studying Russian as a foreign language are briefly substantiated, the purpose and objectives of studying this discipline are indicated. The article is advisory in nature, and its relevance is justified by the requirements of the educational standard of the specialty “Flight Operation and Application of Aviation Complexes”.

Formation of Mathematical and Algorithmic Competence within the Framework of the Discipline “Information Theory” According to “Information Security” Enlarged Groups of Specialties and Direction

The article considers the formation of mathematical and algorithmic competence within the discipline “Information Theory”, as well as overcoming the interdisciplinary gap of fundamental areas of knowledge. The author provides justification of the choice of this discipline, clarification of its role both in the educational process and as necessary for further qualitative mastering of disciplines of the professional cycle, in particular, for solving professional problems. When conducting this study, the author proceeded from the features of this discipline and its role in the educational process in the directions of the Enlarged Groups of Specialities and Directions “Information Security”. Within the framework of the study below, the systematic approach to the structure in general and interdisciplinary interaction in particular in the discipline “Information Theory” prevails. The examples of this interdisciplinary interaction of fundamental disciplines within the framework of “Information Theory” considered in the article represent the justification for the designation of the formed competence (mathematical-algorithmic), as well as the uniqueness and necessity of its formation in the process of teaching students in the directions of EGSD “Information Security”. The results of the study are of practical interest for teachers, students, as well as for potential employers of graduates of the directions of EGSD “Information Security”, because the effectiveness of further training and solving practice-oriented problems depends on the quality of mastering this discipline.

Technology-Facilitated Continuous Professional Development During a Pandemic: A Hong Kong Primary School Case Study

This article reports a case study of one local primary school in Hong Kong implementing a continuous professional development cycle for English-as-a-second-language teachers during a COVID-19 pandemic. The study focused on factors that impacted teacher continuous professional development and explored whether technology could be used to facilitate school-based professional support. An intervention implementing the technology-integrated continuous professional development cycle was conceptualised and implemented in the study. A teacher educator, together with eight English teachers, implemented the technology-integrated continuous professional development cycle. A blended approach to school-based professional support revealed that teachers valued the technological tools that facilitated professional development. These tools (such as Google Drive, Google Meets and WhatsApp) allowed for teachers to collaboratively conduct action research with the teacher educator. The study identified what factors engaged teachers in professional development as well as how technology facilitated continuous professional development. The study concluded that a mixture of different modes of continuous professional development allowed for greater teacher professional development to take place, as well as leading to applying the professional development in the classroom context.

PENGEMBANGAN ELEKTRONIK MODUL INTERAKTIF MENGGUNAKAN FLIP PDF PROFESSIONAL MATERI SIKLUS HIDROLOGI

Electronic research interactive modules using flip pdf professional hydrological cycle material was developed using the ADDIE R&D Model approach. In expert validation it was declared valid because it obtained the percentage of media experts by 93.8%, linguists by 98.4%, and material experts by 94%. Based on the readability test, it obtained a percentage of 97.5% with a very decent category. The average pretest, posttest, and n-gain scores were respectively 64.66, 86.33, and 0.6 (60%) which fall into the medium category with a fairly effective level of effectiveness. While the results of the teacher and student response questionnaire were 92% and 93.8%, respectively, in the very good category.

Mobile Technology for Learning Assessment: Design Process for the NursE-Quiz Mobile Application

This paper traces the development of a mobile application designed to simplify and support learning in nursing education. This application is based on the principles of dynamic formative evaluation, a method that encourages student involvement in the formative assessment process and supports student learning through formative feedback. A formative assessment model was derived from these principles and informed the application’s design. This mobile application project, which ran from February to September 2020, aimed to contribute to the improvement of formative assessment practices through the development of a learner-centered assessment tool and the identification of key formative processes within the application. The application’s functionality was based on the needs of the actors, which were analyzed according to Black and William’s theoretical perspectives on formative assessment and Keller’s motivational model; both were used to inform the pedagogical design of the application. This application is intended for nursing teachers working in ISPITS in Morocco and student nurses enrolled in the professional license cycle in these training institutes

Teachers’ Self Efficacy, Attitude and Motivation Towards Adaptation to Blended Learning: A Basis for Professional Learning Cycle Plan

Educational colleges and universities globally are transitioning to blended learning because of the coronavirus pandemic. However, research on blended learning and teachers’ responses, particularly in the later phases of the pandemic, is still underappreciated. This study was based on the idea that teachers’ motivation, attitude, and sense of self- efficacy affected how well they could adjust to blended learning in one of the state universities of Northern Luzon, Cagayan State University. The study was conducted on 40 faculty members of Sanchez Mira Campus, both full-time and part-time at the tertiary level. A descriptive rating and coefficient correlational utilized the data in describing the relationship among variables. The research found that self–the efficacy of teachers towards blended learning is very high, and the assessment of the teachers’ attitudes towards blended learning emphasized that teachers are extremely favorable towards blended learning. The results also showed that teachers are extremely motivated using a blended learning approach. In lieu of this, the University administration team, especially the instructional and curriculum department, is highly recommended to take appropriate and research-based professional learning cycles to sustain the self-efficacy, motivation, and attitudes of the teachers towards adaptation of blended learning.

ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕТНОСТІ ВЕРТОЛЬОТЧИКІВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ АВІАЦІЙНОГО ПРОФІЛЮ ІЗ СПЕЦИФІЧНИМИ УМОВАМИ НАВЧАННЯ

Under objective conditions (updating the fleet of aviation equipment, equipping it with the latest technologies, a limited training period, the problem of coordinating the terms of flight training and the implementation of training programs of general and professional training cycles, performing a significant amount of practical and professional tasks on simulators and simulators, which only simulate a real flight, etc.) the formation of the entire spectrum of professional competences of helicopter pilots in the process of training in higher education institutions of the aviation profile with specific training conditions is problematic. Taking into account the above, the professional competence of a helicopter pilot will be understood as his flight qualification acquired during the implementation of the professional training system, which traditionally consists of three main blocks: basic education, professional theoretical training, as well as specialization, that is, practical training, which is carried out according to the programs of the primary flight training and training of aviation specialists by appointment. Accordingly, in the structure of the professional competence of a helicopter pilot, it is possible to distinguish a theoretical-knowledge (cognitive) and a practical-activity component. The cognitive component of professional competence involves the constant use of knowledge of technological and methodological bases, searching for data in space that will help in forming a decision to improve the professional level. The operational component integrates the ability to organize flight work, perform flight tasks qualitatively and mobility (justification of the flight task, level of complexity, time and conditions of execution, requirements for the level of preparedness of the crew), control and make corrections in one's activities. It should be noted that the basis of a helicopter pilot's professional reliability is his psychological reliability, which is realized thanks to the determinants of the cadet's volitional sphere, among which the decisive ones are a conscious attitude to flying work, an attitude towards the gradual mastery of flying skills and long-term flying activity. Therefore, the professional competence of a helicopter pilot includes a wide range of theoretical knowledge and practical skills regarding the organization of flight work, high-quality performance of flight tasks in dynamic conditions of specific natural and artificial environments. Keywords: helicopter pilot, military specialist, competence, flight training, professional activity.