Professional Development Of Future Specialists Research Articles

The specific features of the values and meaning domain and motivation of future specialists in the transport industry

Currently, the problem of training highly skilled, competitive specialists equipped with competencies necessary for their future professional activity is of particular relevance. This is key to building a talent pipeline in the transport industry in general and in the railway sector in particular where the activities of the majority of workers involve providing safety and continuity of operations. One of the topical issues is to study their values and meaning domain and motivational attitudes to their future profession as an opportunity to develop techniques of psychological and pedagogical support aimed at forming stable internal motives and optimizing the professional development of future specialists in the transport industry. The purpose of the study is to explore the specific features of the values and meaning domain and motivation of future specialists in the transport industry. In order to study the purpose-in-life orientations, personality traits and motivation of future specialists in the transport industry, a study was conducted with the participation of 50 people aged 20 to 24 years. The following methods were used: the Purpose-in-Life (PIL) Test by D. Crumbaugh and L. Maholick adapted by D. A. Leontiev; the questionnaire for the assessment of personality traits of a professional (LOP) by I.G. Senin and V.E. Oryol; and the Motivation for Success and Fear of Failure (MUN) method by A. A. Rean. The results for interpretation were obtained by mathematical and statistical data processing using correlation analysis (the Pearson correlation criterion). The sense of purpose in the students is associated with the ability to identify significant conditions for achieving goals and everything that happens to them contributes to their personal growth. The more the students perceive their lives as emotionally intense and interesting, the less they tend to perceive their educational and professional activities as a source of stress. Conclusions: Students with clear goals for the prospects of their future professional self-realisation tend to show internal motives for achieving results to a greater extent. The feeling of meaningfulness and productivity of the students’ lives is associated with tension they experience in the learning process, conscious control of their actions and behaviour.

Possibilities of using the legacy of Turkic philosophers in the development of the professional personality of future teachers

Relevance. Modern education is a necessary element of society and culture, capable of preserving the socio-cultural features of the country, promoting the development of youth, their integration into traditional culture, helping the younger generation to choose a lifestyle according to the public values. The study covers one of the urgent problems of professional training of future specialists based on Kazakh values, which originate from the legacy of Turkic scholars. Moreover, the study provides some methods, means, and forms of using the legacy of Turkic scholars in the professional training of pedagogical specialists in higher educational institutions of the Republic of Kazakhstan. Purpose. The purpose of the study is to identify the level of use of the legacy of great scholars in the professional training of teachers in higher educational institutions. Methodology. In the course of the study, the following methods are used to solve the tasks and verify the initial assumptions: general logical methods and techniques, theoretical cognition, empirical research, a systematic approach to historical, pedagogical, and logical analysis, generalisation and analysis of pedagogical experience; modelling of pedagogical processes; pedagogical design. Results. The study focuses on the ideas contained in the legacy of the great Turkic scholars on educating the personality of a specialist. The model of the professional personality presented in their writings is considered from a theoretical standpoint. Some effective combinations of world trends with elements of Kazakh ideas in the professional development of future specialists are established. Conclusions. The study determined the level of students' knowledge of Kazakh ideas in the content of academic disciplines, their use in practice. In addition, the study attempted to develop this knowledge through the organisation of various forms of education.

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.

PROFESSIONAL COMPETENCE OF HIGHER MEDICAL EDUCATION INSTRUCTORS AS A KEY INDICATOR OF THEIR PROFESSIONAL AND PEDAGOGICAL EFFECTIVENESS

The contemporary advancements in medical science and practice necessitate adjustments in the training and ongoing professional development of medical practitioners, aligning their education with international standards.
 The ongoing reform in the healthcare system introduces new expectations for cultivating a new type of specialists. These professionals are required not only to master their respective specialties thoroughly but also to possess effective communication and business skills while being adaptable to emerging changes.
 Medical education should guarantee the thorough training of students and serve as a crucial component in reforming the healthcare sector, aligning with the social priorities of the state. The quality of medical care provided to the country's population hinges on the preparedness of future doctors. In contemporary circumstances, the role of instructors in higher medical education institutions is markedly escalating, playing a pivotal role in shaping future medical professionals and enhancing the overall quality of medical education.
 Changes and transformations in higher medical education have significantly heightened the demands on instructors' professionalism, necessitating continuous improvement of their professional mindset, the elevation of both general and professional culture, a more complete expression of individuality, and the cultivation of professionally significant qualities. This demands the integration of knowledge, expanding horizons, self-development, and the incorporation of cutting-edge pedagogical technologies into the educational process. In today's context, where modern higher education requirements prevail, the professional-pedagogical activity of a teacher encompasses a multifaceted and polyfunctional specificity. It entails the adept execution of numerous functions aimed at fostering the professional development of future specialists.

Forecast of Educational Trends in the Role of “Soft Skills” for the Professional Development of Future Specialists in the Conditions of Distance Learning: The Challenges of Our Time

Forecast of Educational Trends in the Role of “Soft Skills” for the Professional Development of Future Specialists in the Conditions of Distance Learning: The Challenges of Our Time

Implementation of teaching technology in the process of future specialists' professional development

The technology of mentoring and the possibilities of its implementation in the process of professional development of future specialists are considered. The functions of mentors (advisory, socio-pedagogical, spiritual) and criteria of mentoring (democratic, social orientation, originality, research, dialogue, leadership, cooperation) were analyzed. Assertiveness, fascination, attraction of the mentor's personality, spiritual constants, and moral and ethical maxims of behavior are considered. The task of the mentor is written. The factors that influence the effectiveness of mentoring and the characteristic features of the mentors' style are singled out. To increase the effectiveness of pedagogical mentoring, the need for principles is substantiated. The types of mentoring (religious, based, industrial, professional) are given. The importance of a remote form of support for young professionals - telementoring - is shown, which is necessary with the rapid development of Internet communications.

Розвиток професійної компетентності майбутніх фахівців транспортних технологій на морському та річковому транспорті через професіогенез

The purpose of the article is to conduct research and analyze the issue of forming the social and psychological competence of future specialists in transportation technologies in the maritime and river transport industry. The overall goal of the study is to identify key aspects and factors that influence the process of applicants’ professional development and their readiness to perform professional duties in the modern conditions of transportation industry development. The article explores important aspects of training future specialists who will work in the field of transport technologies, in particular, in maritime and river transport. The author of the article analyzes the theoretical foundations of the formation of professionogenesis and socio-psychological competence of applicants aimed at creating a basis for the professional development of future specialists. In order to achieve this goal, the scholars have developed a methodology for organizing an experimental study that allowed to determine the level of readiness of applicants of higher and vocational education institutions to obtain technical education and form competencies for further professional growth in the transport industry. The study identified the key components that affect the readiness of applicants to work in the transport industry, in particular in the field of maritime and river transport. Practical recommendations for the implementation and improvement of the professional qualities of applicants in the field of preparation for professional activities in the transport industry, in particular in the water transport sector, are elaborated. The practical significance of the study lies in the fact that through this research, the scientific community has the opportunity to obtain new data regarding the formation of professionogenesis and professional growth of applicants specializing in transportation fields, particularly in maritime and river transport. The research findings can be used to improve educational programs and teaching methods aimed at providing more effective training for future professionals in the transportation industry. Overall, this article represents a significant contribution to the development of scientific thought in the field of professional preparation for future specialists in transportation technologies, and it also provides practical recommendations for their successful professional development in the transportation sector, fostering the further growth and enhancement of this industry.

PSYCHOLOGICAL PECULIARITIES OF THE ATTITUDE TO INTERNATIONAL ACADEMIC MOBILITY OF STUDENTS WITH DIFFERENT SOCIO-CULTURAL ADAPTATION

The article presents the results of an empirical study that enlighten the psychological peculiarities of the attitude to international academic mobility of students with different socio-cultural adaptation. Academic mobility of students is seen as a complex process of their personal and professional development. The attitude to international academic mobility is understood in the aggregate of the following components: cognitive (knowledge of the essence, structure, factors and main tendencies of international academic mobility; understanding of its role both in the context of a united European educational space and professional development of future specialists), emotional (feelings and emotions, connected with leaving the country for the purpose of studying at another educational institution for a certain period of time), motivational (the formation of motivation to plan and participate in the international academic mobility programs) and behavioral (accordance of students’ actions and deeds with the requirements of international academic mobility programs). It has been established that in the attitude to the international academic mobility of students with different socio-cultural adaptation there are similar and distinctive features, that are manifested in the cognitive, emotional, motivational and behavioral components. It has been proved that students with interactive, adaptive and conformal types of socio-cultural adaptation have a higher level of attitude components development than students with nostalgic, depressive and estranged types of this adaptation. Moreover, students with the interactive type of socio-cultural adaptation have the highest rates in the attitude to international academic mobility, and students with the estranged type have the lowest.

Professional Training of Future Specialists in the Field of Culture and Arts on the Basis of Axiological Approach

The article examines the professional development of future specialists in the field of culture and arts on the basis of axiological approach. The author identifies the essence of the basic concepts of research, focuses on the formation of values in the process of artistic and cultural-educational activities, interpretation of intonation and image content of a musical work, possible approaches to the concept of choreographic composition or staging. It is argued that the axiological orientation of education contributes to the involvement of artistic values and gaining experience in transmitting these values, development of intellectual and creative abilities and abilities in a particular art, which characterize the professional development and self-improvement of future culture and arts.

Cultural Component in Professional Development of Non-philological Specialties Students in the Process of Studying a Foreign Language

The professional development of future specialists has to meet global and domestic standards. Cultural competence is essential for future professionals as it makes it easier to collaborate with foreign professionals, improve their competitiveness in the world labor market and increase the specialist’s ability to solve professional challenges. The study attempts to answer the questions about the importance of cultural competence development of non-philological students in the process of studying a foreign language and methodological approaches used in this process. The aim of the paper is to present the model of cultural competence formation of future non-philological specialties experts at the foreign languages classes and determine its main components and formation conditions. The study investigates how cultural competence development changes the value-based attitude towards future professional activity and promotes the interest in learning, personal and professional enrichment. Students of three Ukrainian higher educational institutions (from the first to third course) have taken part in the research. The research used conscious-comparative, audiolingual, and role-play methods. The study of the results, based on four criteria (cognitive, moral-axiological, communicative, cultural), showed that learners started to understand the necessity of cultural enrichment of disciplines. The research proved that the implementation of the given technique resulted in the improvement of students’ learning and cognitive activity and enhancement of the general level of training. The paper gives some recommendations for language teachers to organize the process of learning a language on a cultural basis.

Платформа MOODLE як інструмент реалізації дистанційного навчання у процесі підготовки майбутніх учителів іноземних мов

Introduction. The training of future foreign language teachers should focus on current advances in the IT field, in particular on the use of elements of distance learning in mastering professional and general competencies. One of the common learning management systems that provide distance education is the Moodle system –Learning Management System(LSM), courses, virtual learning environment, or just a learning platform that provides educational subjects and administrators with a large set of tools for computerized teaching and learning. Purpose. The purpose of the paper is to analyze the features and advantages of distance learning in the information and educational environment of higher education, the structure and principles of working with distance courses in the Moodle system during the training of future teachers of foreign languages, which is used at Mariupol State University, and also to determine the advantages of the Moodle learning management system in the educational process. Results. We believe that the Moodle system, which was developed in the logic of the “pedagogy of social constructionism” (P. Berger and T. Lukman), is able to significantly increase the level of education if the work of students is properly organized in it: it will create a solid base and allow to prepare a specialist who is well trained and possesses competencies at a high level. On the example of our distance course “Methodological workshop” for students of OS Master in specialty 014 Secondary education “Language and Literature (English)”, which organically combines the theoretical principles and practice of teaching English, as well as in-depth study of the courses“Methods of teaching basic foreign language in secondary education”and“Modern technologies for teaching a basic foreign language (English) in high school”, which have practical importance in the professional development of future specialists, we analyzed the productivity of work organization and the effectiveness of students learning in Moodle, using the principle of “constructive coordination” (John Biggs). In its construction, we approached the planning of the entire process of studying the discipline as a set of interconnected types of educational activities of students. The principle of “first content, then technology” works here. This course contains three components that are consistent with each other: 1) expected learning outcomes, consistent with the objectives of the educational program and programmatic learning outcomes; 2) assessment, which verifies certain learning outcomes; 3) all types of activities during the course that are aimed at achieving learning outcomes. Conclusion. According to online surveys and our own experience, the use of distance learning courses created in the Moodle system in the educational process of students allows them to better study a specific academic discipline, helps to improve students’ achievement; complements enriches and makes the learning process convenient for both students and teachers.

Розвиток організаційної культури закладу вищої освіти у контексті забезпечення його конкурентоспроможності

Abstract. Introduction. Higher education institutions are a multicomponent centers of professional development of future specialist and centers of formation of human and social capital of country. An important condition for ensuring the competitive functioning of education institution, its ability to increase spiritual and intellectual potential of country is the development of organizational culture of institution. Organizational culture is a collective characteristic of the sociopsychological environment of educational institution, formation and development of which is determined by adaptability to external changes. Effective organizational culture contributes to the achievement of intellectual and cultural social goals by clearly defining the mission, goals and development strategy of higher education institution. Purpose. The purpose of the article is investigation the formation and development of powerful organizational culture of higher education institutions and presentation of its role in achieving competitive advantages of organizations at educational services market. Results. The essence of organizational culture of higher education institution is investigated. The views of scholars on interpretation of the terms «organizational culture» and «corporate culture» are presented and generalized. There is noted that organizational culture is a basis for formation of corporate culture of organization. Factors influencing the formation and development of organizational culture of higher education institution are identified and characterized, such as: professional activity of management, personal and professional development of teachers and students, macroeconomic environment, structural and organizational characteristics of institution. The influence of organizational culture on achievement of higher educational institutions' competitive advantages due to improvement of effective indicators of educational and scientific activity is presented. Modern tendencies in educational services market caused by migratory moods of youth, aging of the population are presented. The main measures to improve the organizational culture of higher education institutions at different levels (administrative, teaching, student and service) are described, which will increase the competitive position of organization. Conclusions. Organizational culture is very important for ensuring the quality and effectiveness of educational, scientific and cultural processes of higher education institutions, uniting the values, goals and norms of behavior and communication between all participants in educational process, regardless of positions and social roles. The full development of organizational culture of higher education institutions requires the coordination of values, skills and abilities of all representatives of organization to achieve a synergistic effect.

Model of managing the professional-educational route of a future specialist

The research problem is the process and result of diagnostics of targeted forming the trajectory of professional development of a personality. This problem is especially important under the modern conditions of mobility in professional sphere and the growing requirements for activity of a professional. The method of analyzing the system of professional guidance in a region enabled to reveal the main requirements and characteristics of the process of professional self-determination. As a result of the study of the theory and practice of professional guidance and professional self-determination processes, a model was elaborated for managing the professional-educational route of a future specialist. Special attention is paid to the stage of professional diagnostics and professional navigation of schoolchildren and university matriculants, based on the existing methods of professional guidance. A conclusion was made that a complex approach is needed for the processes of professional development of a personality and the support of professional development of future specialists, with a view of synchronizing the resources of regional educational establishments of various levels, consolidation of the efforts of the regional administration, employers and educational sphere of the region. The authors present a description of an electronic service “Employee Constructor”, which provides management of personal professional-educational route of a personality during growing, professional formation, professional adaptation and development, depending on the interests, abilities, individual features, competencies and experience of a particular person.

Особенности профессиональной направленности студентов вузов в эпоху цифровизации

In the digital era, the success of the professional development of future specialists in the process of obtaining higher education largely depends on their professional orientation (PN). Despite the significant interest in the subject of the study, the problem of identifying the factors that affect PN remains poorly understood.
 The purpose of the study is to determine the factors of the formation of PN of students enrolled in training and retraining programs, and the features of PN in the digital era.
 The article reveals the content and structure of the PN of future specialists in the era of digitalization. According to the results of the empirical research, the relationship of students' PN with indicators of life-meaning orientations, motives for choosing a profession and training was revealed; the relationship between students' life-meaning orientations and indicators of motives for choosing a profession and training at the stage of digitalization of education. The factors influencing the personal condition, and the factors of the formation of the personal condition of students, who are trained according to the programs of training and retraining of specialists, have been determined.
 As a result of an empirical study, it was concluded that a negative impact on the formation of PN is created by factors caused by various life circumstances, lack of independence of decisions in choosing a profession, low reflection of life goals, prospects for the future, rigidity of volitional and personal qualities, internal conflict in the structure of personality relationships, low pleasure training and the like. At the same time, the level of PN is significantly higher among students who receive a second higher education and who understand its importance at the stage of digitalization of education.

САМОСТІЙНА РОБОТА СТУДЕНТІВ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ

The article highlights the importance of independent study for the development of personality, assimilation and exchange of experience, learning process, professional development of future specialists. Scientific and pedagogical literature devoted to the peculiarities of the organization of students’ independent study, the problem of choosing forms and methods, types of students’ independent study, taking into account the necessary specifics of their professional formation, were analyzed. The approaches of scientists to the interpretation of the concept of «independent study» have been revealed. Higher education is gradually but steadily moving from the transfer of information to the management of educational and cognitive activities, the formation of students’ independent study skills. According to the Regulations on the organization of the educational process in higher educational institutions, students’ independent learning is the main means of mastering the educational material in the time free from compulsory educational activities. Under independent educational activity we mean a type of activity that can orient the student to self-improvement and self-development of professional knowledge and skills that will ensure the formation of future specialist’s professional competencies. Independent extracurricular study is seen as a means of forming the students’ cognitive abilities, in the process of which the student gradually turns into a self-learning subject. The article considers the influence of extracurricular independent work on the training of a competitive specialist. The reasons that determine the necessity and importance of students’ independent study in the learning process are described. It was concluded that students’ independent study, organized taking into account pedagogical conditions, gives a significant positive effect in the formation of the professional competence of future specialists. The example of organization of extracurricular independent work in teaching English is given in this article. In conclusion, it should be emphasized that organizing students’ independent study at the university is a complex and multifaceted process. It includes both the formation of self-motivation and self-organization of future specialist, and the readiness of the teaching staff for this type of activity. The results of the practical activities of teaching a foreign language at Igor Sikorsky Kyiv Polytechnic Institute showed that the independent learning of students, organized taking into account the pedagogical conditions, gives a significant positive effect in the formation of professional competence, that is, it is an important component in the professional training of future specialists.

Personal determinants of professional development of the future specialist

The article highlights the issues of identifying personal determinations of the development of future specialists, and in particular, physical education teachers in their professional training, substantiates and empirically tests the dependence of the professional development of a future physical education teacher on his personal qualities. The author analyzes the features of the professional development of future physical education specialists in the article. Personal and professional development is viewed as an integral self-developing system based on the activity-based transformation of the personality of itself. The author identifies personal determinants that affect the professional development of a future specialist, such as professional orientation, consisting of an interest in the teaching profession and the desire to master knowledge and skills; a pedagogical vocation, which grows out of the awareness of the abilities for the profession of a physical education teacher. The author presents the results of this study, presents conclusions about the effectiveness of the experiment.

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The article discusses topical issues of the formation of linguo-cultural competence of future specialists of educational institutions. We believe that linguo-culturological competence is of great importance for pedagogical and scientific-pedagogical workers, which ensures the effectiveness of their fulfillment of basic professional tasks. Since linguo-cultural competence is an integrative multidimensional innovation that does not arise spontaneously, a purposeful formation is needed, which should begin in higher educational institutions, where future specialists of educational institutions are trained. The National Doctrine of Education Development of Ukraine in the XXI century stated that the main aim of the Ukrainian education system is to create conditions for the development and self-realization of each individual, to ensure high quality education for graduates of high pedagogical institutions. The conceptual model of high education in Ukraine has actualized the tasks of training a new exemplar professional � an active person with critical thinking and a creative approach to solving problems, ready for self-education and self-development, for effective interaction with the environment. In our opinion, the linguistic and cultural competence of higher education students should be represented by linguistic and cultural components. The purpose of our research is to examine linguocultural competence and its role in the professional development of future specialists in educational institutions. The methodology is based on the general principles of philosophy, basic modern provisions of pedagogical science, psychology and reflects the relationship of methodological approaches to the study of the process of organizing the educational process. Methods of linguocultural competence: a diachronic method based on a comparative analysis of various linguocultural units in time; synchronous method, compares simultaneously existing linguocultural units; structural and functional method, which involves the distribution of a cultural object into parts and the identification of connections between parts; a historical and genetic method focused on the study of a linguoculturological fact from the point of view of its occurrence, the development of further destiny; a typological method designed to identify the typological proximity of various linguoculturological units of the historical and cultural process; the comparative-historical method is based on the comparison of original linguoculturological units in time and insight into their essence. These methods enter into mutually complementary relationships, special conjugation with various cognitive principles, methods of analysis, allows cultural linguistics to explore its complex object - the interaction of language and culture. Scientific novelty. By the linguistic and cultural competence of future specialists of educational institutions we mean the quality of language personality, expressed by linguistic and cultural knowledge, special skills and personal qualities, which promotes integration into world culture and participation in intercultural communication, avoiding interlingual and intercultural conflicts. It is impossible to learn culture without knowing of the relevant language, which is not only a material component of culture, thanks to which communicative tasks are solved, but also a penetration attempt to the people�s mode of thinking, an attempt to look at the world through the culture. Thus, we determine the content and structure of linguistic and cultural competence according to the nature and essence of cultural linguistics, which is the theoretical basis of our research. A special subject frame in the structure of linguistic and cultural competence is considered by the components of the structure of linguistic and cultural competence of future specialists of educational institutions, which should be supplemented by professional and pedagogical training that will provide quality implementation of professional competence. In summary, linguistic and cultural competence as an integrative quality of future specialists� personality of educational institutions should be formed through a system of didactic material, using cultural and educational potentials of Ukrainian, with obligatory coverage of its close connection with history, spiritual culture, mentality of the people, knowledge its history and place among other languages of the world. This competence involves the development of the following abilities in the personality: a) the ability to perceive language as a cultural phenomenon, as a cultural and historical environment that turns into the history, culture, people�s customs; b) the ability to acquire the culture of communication, or language culture; runs of linguistic, communicative and culturological competence; c) the ability to sense language in its aesthetic function � as a means of creating the art of speech.

ОРГАНІЗАЦІЯ САМОСТІЙНОЇ РОБОТИ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ МИСТЕЦЬКИХ СПЕЦІАЛЬНОСТЕЙ

Under today’s conditions the system of higher education should gradually but steadily move from the transfer of information to managing educational and cognitive activities of students, to forming their skills of creative independent work. This problem is especially topical for students of artistic specialties, in particular, music students. Their independent work actively influences the nature and quality of educational process throughout the whole period of instruction, underlies artistic education and is an important part of training process. Based on the above, there is a need to reorient the educational process so that professional development of future specialists would be primarily aimed at forming the skills of independent work. The effectiveness of independent work directly depends on the methodology of its organization. It should organically continue classroom work. From the standpoint of management approach to the organization of students’ independent work we understand this category as a purposeful activity of the teacher, ensuring the effective functioning of educational process and development of professional skills of students as the objects of management. The technology of carrying out independent work by the student-musician largely depends on his/her performing skills, as well as command of methods of working on a musical work and methods of processing scientific and scientific-pedagogical sources. The teacher determines the type of independent work (for example, learning musical works of educational or children’s repertoire, scales, etudes, etc.), which is performed by the student, as well as where and how he/she reports on completing tasks for independent work. The system of independent classes should also cover other types of educational performance activities, namely: reading music at sight, transposing, creating variants of artistic interpretation, artistic-pedagogical and performance analysis of musical works, etc. Each of the listed activities has its own specificity and therefore presupposes appropriate forms and methods of independent work. Thus, the effective training of students of artistic specialties should be aimed at forming their ability to independent creative activity, which should become one of the strategic directions of building a qualitatively new system of training.

Особенности профессиональной направленности студентов вузов в эпоху цифровизации образования

In the digital era, the success of the professional development of future specialists in the process of obtaining higher education largely depends on their professional orientation (PN). Despite the significant interest in the subject of the study, the problem of identifying the factors that affect PN remains poorly understood.
 The purpose of the study is to determine the factors of the formation of PN of students enrolled in training and retraining programs, and the features of PN in the digital era.
 The article reveals the content and structure of PN of future specialists in the era of digitalization. According to the results of the empirical research, the relationship of students' PN with indicators of meaningful life orientations, motives for choosing a profession and training was revealed; the relationship between students' life-meaning orientations and indicators of motives for choosing a profession and training at the stage of digitalization of education. The factors influencing the personal condition and the factors of the formation of students' personal condition, who are trained according to the programs of training and retraining of specialists, have been determined.
 As a result of empirical research, it was concluded that negative influence on the formation of PN is created by factors caused by various life circumstances, lack of independence of decisions in choosing a profession, low reflection of life goals, future prospects, rigidity of volitional and personal qualities, internal conflict in the structure of personality relationships, low pleasure training and the like. At the same time, the level of PN is significantly higher among students who receive a second higher education and who understand its importance at the stage of digitalization of education.

PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS OF EMPLOYMENT EDUCATION AND TECHNOLOGIES IN HIGHER EDUCATION ABROAD

Foreign experience of problem of professional development of future specialists is examined in the article, professional preparation of future teachers of labor studies and technologies is analyzed in particular. A study of scientific materials is undertaken in relation to experience of professional development of future teachers of technologies in countries, that is distinguished by the high level of pedagogical education, - to the USA, Great Britain and Poland. Exactly these countries on the draught of many years demonstrate the high indexes of quality education in relation to professional preparation of future teachers and them professional development in further pedagogical activity. The special attention is deserved by schools of professional development of teachers of technologies in the USA, that not only prepare future teachers but also care of professional development of practical teachers-workers, increase of level of their pedagogical activity. Also, it is marked in the article, that at higher school of Great Britain there is support of the state from development of technology, that shows up in providing of standards and software with the aim of realization of competence approach and professional self-development of future teachers and teachers that work. Different vector of forms of organization of educational process at higher school of Great Britain assist a free choice the student of certain form of studies or their combination, to academic mobility with taking into account of his inclinations and making and professional increase of the future specialist. On the basis of analysis of professional preparation at higher school of Poland investigational, that professional development of future specialist comes true through at level to the licentiate and master's degree studios and provided by configuration of approach of the systems from introduction of the Polish system of vocational orientation on studies on speciality to realization of practical preparation with introduction of the modern practice-oriented forms and methods of studies in the conditions of application of interactive technologies in the subject-subject interaction with the teacher of higher school and orientation on self-realization, achievement of success on the stage professional preparation and further professional to development. The results of logical-systemic analysis of scientifically-pedagogical literature in relation to professional development of future teachers of technologies in foreign countries allow to assert that scientists show the increase personal interest the problem of preparation of teachers in other countries. Keywords: professional development, future teacher of labor studies and technologies, specialist, professional preparation, foreign experience