Readiness For Professional Activity Research Articles

Fundamentals of psychological readiness for the profession for fitness and recreation professionals: psychological and pedagogical problem

An attempt is made to explore the specifics of psychological readiness for professional activity, in particular as a basis for future pedagogical activities of fitness and recreation professionals in the context of psychological and pedagogical problems. Theoretical analysis of the study of the concept of "psychological readiness" in modern science and summarizes the characteristics, states and mental processes of the individual that lead to professional activity in the field of knowledge 01 Education / Pedagogy.
 Despite the different approaches in research, most authors consider psychological readiness as a specific phenomenon - an integrative formation that has a complex, dynamic, multicomponent structure. Summarizing research data on the problem of psychological readiness for teaching, we state the fact that they are not mutually exclusive, but expand, deepen and complement the idea of the complexity and diversity of the concept of psychological readiness for teaching. It was found that in the structure of professional activity of educators most researchers highlight the presence of: adequate motivation; general and special knowledge; professional skills and abilities; professionally important personality traits. Motivation is conditioned by a positive attitude to professional activity, in obtaining the necessary amount of special and psychological knowledge, professional skills and abilities, focus on high results of pedagogical activity, the desire for professionalism.
 It is investigated that the structure of psychological readiness for pedagogical activity consists of such general components as: orientation, psychological and pedagogical knowledge and professional skills (more often they are considered as the main characteristics of teacher competence), ability. Most of the authors single out these components as the main integral characteristics. The study identified three main levels of psychological readiness in psychology, such as: the level of non- professional training, pre-vocational training, vocational training. Identifying the level of psychological readiness is very important for the quality functioning of the educational and training process, so various psychological techniques are used, working at the level of basic personality traits and states in general, and at the level of professional competence and cognitive abilities of future fitness and recreation specialists in particular.

PEDAGOGICAL CREATIVITY AS AN INDICATOR READY TEACHER'S READYNESS TO PROFESSIONAL ACTIVITY

The article deals with the pedagogical creative work as a showing o f future teachers' readiness for professional activity.

PECULIARITIES OF TEACHING ELECTIVE DISCIPLINES AT THE DEPARTMENT OF HISTOLOGY, CYTOLOGY AND EMBRYOLOGY, IVANO FRANKIVSK NATIONAL MEDICAL UNIVERSITY

The reformation of medical education and the introduction of new educational and professional programs presuppose a transition towards a competence-oriented approach in the training doctors that will result in the integration of the concepts of knowledge-understanding-skills and the development of proper competencies, defined as the ability and readiness for professional activity. Today, a qualified medical specialist is characterized not only by having a deep knowledge, but also by the ability to solve complex problems independently. The implementation of elective disciplines of natural science into the educational process of training specialists at the Master's level in the specialty 222 "Medicine" is aimed at fostering the necessary spectrum of general and professional competencies in the future doctor, developing clinical thinking, and enhancing motivation for self-improvement. The teaching staff of the Department of Histology, Cytology and Embryology, Ivano-Frankivsk National Medical University has developed working curricula for two selected disciplines related to medicine and natural scienes: "Theoretical Foundations of Modern Reproductive Technologies" and "Morphological Foundations of Cell Therapy" for first-year students of the Faculty of Medicine. These disciplines are of great theoretical and applied importance for fundamental and clinical medicine because they provide an in-depth mastery of knowledge from the basics of regenerative medicine and cell therapy, the principles of the doctrine of stem cells, the theoretical foundations of the principles of reproductive technologies, and provide answers to a number of ethical questions the doctor have to encounter in the clinics. Practical classes are conducted on the basis of a specialized consultative and treatment department of assisted reproductive technologies of the State Institution "Precarpathian Centre for Human Reproduction" of the Ministry of Health of Ukraine, educational and scientific-practical centre "Microscopy". The centre is equipped with personal computers, an interactive multimedia projector, laboratory-grade light microscopes, a CCD video camera, a digital camera, and image analysis software. The study rooms of the department are equipped with television panels, personal computers with cable access to "cloud" databases of histological images using digital microscopy technologies. The collection of micropreparations in the educational laboratory totals about 4 thousand copies. The proposed elective disciplines contributes to the formation of a clear understanding of the modern possibilities of assisted reproductive technologies and the possibilities of regenerative medicine and cell therapy, their limitations and the prospects for further progress in order to solve the problems of depopulation, increasing the efficiency of treatment of diseases of the central and peripheral nervous systems, diseases of the cardiovascular and endocrine systems. The knowledge and skills gained thought elective disciplines can create a basis for a conscious choice of a future medical specialty or directions of further scientific research.

PROBLEMS AND PROSPECTS OF THE EDUCATIONAL PROCESS FOR DENTAL STUDENTS (STATUTORY TERM OF TRAINING)

Applicants for higher medical education usually demonstrate a highly developed logical and abstract thinking and the ability to control their own mental processes effectively. However, some of them, due to not fully formed certain personality traits (willingness to learn, ability to learn independently, the ability to control themselves and their emotions and properly distribute learning and free time) do not always successfully master new knowledge and skills. The training course of students who have got a diploma of a junior specialist and then enter medical universities in the specialty "Dentistry", lasts four years, a shorter term compared with applicants applying after high schools because a range of disciplines delivered at medical colleges should no be retaken. Students with statutory term of training demonstrate better and faster adaptation to university routine compared with freshmen who enter universities after the school graduation. Students who have graduated from medical colleges have a background including basic professional knowledge, which facilitates the process of their adaptation to learning. At each department of the university, educational materials essential for the hight quality training are available on the websites of the departments and are used for classroom activities, students’ independent and individual work. Depending on the direction of specialization of the departments, students are provided with relevant knowledge, skills and abilities. At the departments of morphological profile, the students learn different levels of living organization, biological phenomena and processes, the structure and functions of individual organs, systems and the human body in health and in the development of pathological processes; they are trained to apply acquired knowledge in further learning and future practice. Much attention is paid to the study of the fundamentals of histology and embryology of the head, neck, and oral cavity, the emergence of possible disorders, macroand microscopic structure of tooth structures, functions, timing of eruption, disease prevention and treatment. The purpose of training at clinical departments is to apply theoretical knowledge for mastering practical skills of diagnosis, treatment and prevention of dental diseases and preparation of students for independent professional activity. The organization of the educational process for students at the Faculty of Dentistry with a statutory term of training in medical universities is aimed at implementing the principles of the competency approach and focuses on the ultimate goals of the educational process, consisting in the preparation for professional activities in dental care settings.

The importance of using information and communication technologies in the educational process of natural science disciplines

The article considers the features of teaching experimental natural science disciplines based on the use of modern information and communication technologies, relevance of classical practical classes with the staging of experiments on living organisms. Using a survey of the university’s teaching staff, the most frequently used electronic and digital resources were identified, which can help to conduct laboratory or practical classes in natural sciences in an online format. Several problems related to the computerization of laboratory work are considered. The necessity of virtual laboratory work in distance learning is justified. The main types of virtual laboratory classes are listed, and the advantage of using such classes as a good source of knowledge and material for analysis is shown. The analysis of the state of the available virtual laboratories for conducting classes is given. For students of biological educational programs, problem topics in the discipline “vertebrate zoology” are defined. The authors draw attention to the fact that, in creating virtual laboratories in biological disciplines, it is possible to implement a system of trilingual education. The article also provides recommendations for the creation of virtual laboratories in the discipline “vertebrate zoology”. The authors conclude that introducing information and communication technologies in the process of training specialists in natural sciences contributes to the effective formation of their readiness for professional activity.

How to measure educational environment of university?

The article is devoted to the issue of evaluating the educational environment of a higher educational institution. The issue is of actual character since an optimal educational environment is one of the conditions for training competitive and competent specialists. University educational environment is specific as it purposefully affects the future specialist’s professional and personal development, ensures his readiness for professional activity, successful fulfillment of social roles and self-realisation in the process of life. In the article the educational environment of university is considered from the viewpoint of a competency-based approach wherein the subject-subject relations (teacher-student activity), educational goals and learning outcomes are treated as elements of the educational environment. Due to the fact that there are a few native methods of evaluating the educational environment of university, the DREEM methodology (Dundee Ready Educational Environment Measure) developed by the University of Dundee (UK) in 1997 and actively used by foreign medical universities is suggested to consider. A valid tool for evaluation is the DREEM questionnaire with the aim to identify the strengths and weaknesses of the university educational environment. Although the DREEM questionnaire requires some adjustment in terms of taking into account the realities of the national system of higher education, fields of training and the like, wordings of its questions are quite universal that makes it possible to use the given toolkit to evaluate the educational environment of Belarusian higher educational institutions training specialists in various fields.

LEADING MOTIVES TO PHYSICAL EDUCATION OF STUDENTS OF AGRICULTURAL HIGHER EDUCATIONAL INSTITUTIONS

The article presents analyzes of the dominant motives for physical education during studying in agricultural higher educational institutions, which contribute to the formation of students’ need for a healthy lifestyle. These include the motives of emotional satisfaction, social self-affirmation, physical self-affirmation, social-emotional, social-moral, success in sports, sports-cognitive, rational-volitional, preparation for professional activities and civil-patriotic. Particular attention is paid to determining the leading motives of girls and boys. Reliance on the leading motives of students during classes on physical education is proposed. The results obtained indicate that physical education attracts the attention of students mainly in the communicative and active aspect, but not in terms of regular physical education or sports. It is pleasant to communicate, engage, be with friends, develop motor abilities, assert oneself, develop physically and temper one’s character, do not want to get fat and become lazy, they want to be healthy, achieve good results in school and work, and get joy from physical activity. In the ranking, the definition of the dominant motives that students prefer, among young men, the motive of emotional satisfaction occupies the first place, the preparation for professional activity takes the second place, and the physical selfaffirmation motive is in third place. Among girls, the first place is occupied by the motive of physical self-affirmation, in the second place – by emotional satisfaction, in third – by preparation for professional activity. The results of the study prompt teachers of the department of physical education, on the one hand, to take into account the dominant motives of students, and on the other, to the need to further more actively engage in the formation of students’ motivation for physical exercises. In particular, to build relationships with students aimed at supporting their capabilities and psychological state, and increase interest in conducting classes on physical education. An analysis of the literature and our own practical experience indicates that the problem of the formation of motivation for physical exercises of students of higher educational institutions is very relevant. Therefore, the teachers of physical education should play a priority role in the formation of attitudes among young people to assimilate the value potential of physical education, a healthy lifestyle, and the actualization of students’ physical self-improvement and their health-saving behavior. Further scientific research may be associated with the study of negative and positive motivation for physical education, and then the search for overcoming the negative or insufficiently motivated attitude of students to physical education.

Професійна підготовка асистента вчителя до роботи в умовах інклюзивної освіти

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

ОСОБЕННОСТИ ПОДГОТОВКИ БУДУЩИХ УЧИТЕЛЕЙ К ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ В УСЛОВИЯХ ТЕХНОПАРКА УНИВЕРСИТЕТА

The article considers the pedagogical model of the formation of future biology teachers’ readiness for professional activity in the conditions of the innovative environment of the university. The conditions of its successful functioning are determined.

Role of pedagogy and psychology in the development of self­-actualization and value orientations of medical residents

The article discusses topical issues of training future health care specialists at different stages of professionalization. Particular attention is paid to the stage of training in residency, when not only the formation and development of the activity professionalism, but also the personality professionalism of the future doctor is carried out.Important knowledge during training in residency and postgraduate institution is acquired by the need for self-­actualization and value orientations of trainees in the structure of an individual’s professionalism. The work emphasizes that in the preparation of future doctors, the resolution of indicated problem can successfully occur not only under the influence of central medical disciplines for training highly qualified personnel. Today, many researchers focus on the role of humanitarian disciplines, which have a significant impact on the personal and professional aspects of training. In this case, what it involves is the mastering of Pedagogy and Educational Psychology programs.The study found that the participation of residents in training in two educational humanitarian programs provides favorable transformation of value orientations, reflecting the need for self­-actualization, acceptance of medical practice values, and value attitude to the professionalism of a doctor. The data obtained indicate the need for purposeful use of pedagogy and psychology to improve the professionalism of future doctors during preparation for professional activity.

Psychological Aspects of Security Sector Specialists Training for Information and Analytical Activity

The article emphasizes that psychological training is a part of professional training of specialists in any sphere, but for professionals in information and analytical activities it should be an integral part, resulted in readiness for professional activity taking into account the objective and subjective factors. Achievement of the required level of national security is conditioned by the continuous receipt of reliable and complete information about various threats, the degree of their danger and possible ways of neutralizing. Given the growing demands of providing the state, public authorities and local governments leadership with a highly professional analytical product in the rapid development of information and intellectual technologies, the role of effective performance of information and analytical functions by all security institutions is growing. After all, insufficient analytical support for state authorities activities leads to the impossibility of early forecasting of state and world events, adequate consideration of favorable and destructive factors affecting the social, political and economic life of the country. Therefore, competent specialists in the field of information and analytical activities determine the quality of analytical products preparation. The publication identifies the main psychological factors of professional success of specialists in information and analytical activities, formulates the definition of their psychological competence. It suggests a set of individual psychological qualities that should be inherent in a successful analyst, which include: objectivity, independence, ability to work under the influence of stressors, ability to work in a team, reflexivity, flexibility and non-standard thinking, ability to respond adequately to criticism, ability to defend one’s opinion, ability to argue, etc.

ACTIVIZATION OF INDEPENDENT COGNITIVE ACTIVITIES OF STUDENTS IN FOREIGN LANGUAGE CLASSES

The article is devoted to the problem of activization of independent cognitive activities of students in foreign language classes. The contradiction between the requirements for a modern specialist and his level of readiness for professional activity is determined. One of the ways of solving this problem is to improve the organization of independent cognitive activity of students in classes with a foreign language. The important role of independent cognitive activity of students in foreign language classes is determined.

Практическая подготовка студентов вуза в аппарате администрации и органах исполнительной власти региона как условие профессионального развития (на примере проекта «Непрерывная практика»)

Shown is the role of practical training of students of higher education in the administration and executive authorities of the region in a dispersed format as a condition for professional development and a source of improving the level of soft skills. The article reveals the work experience gained at the Institute of Humanities and Language Communications of the Pskov State University within the framework of the project “Continuous Practice” in 2019–2021. An experimental test of the effectiveness of the proposed methodological approach for involving students in practical training in a dispersed format in the executive authorities of the region was carried out, an increase in the relative number of students who showed medium and high levels of readiness for professional activity was shown.

DIFFERENTIATED APPROACH TO THE CONTENT AND VOLUME OF FORENSIC MEDICAL KNOWLEDGE IN COMPETENCES OF DIFFERENT SUBJECTS OF LEGAL PROCEEDING

Aim of the article: to conduct a legal analysis of a differentiated approach to the content and volume of special forensic medical knowledge in the competence of various subjects of legal proceedings for their effective implementation of the norms of criminal procedure and other legislation, as well as of the educational context, within which preparation for professional activities requiring a certain the scope of the relevant competencies is conducted. Conclusions. The article deals with the requirements for the competence in the field of forensic medicine of various subjects of legal proceedings. Expert consciousness (as an integral system of expert thinking, expert knowledge, expert intuition, etc.) is attributed to the special competence of medical persons professionally knowledgeable in the field of forensic medicine. The lawyers participating in the proceedings are assigned an integrating and coordinating role, which requires general competence in forensic medicine, in particular, awareness of the modern possibilities of forensic medical examination and other forms of procedural and non-procedural application of forensic medical knowledge. The specified differentiated approach to the scope of competences of various subjects of the legal process does not imply any consolidation, interchangeability, but directly stipulates the need for goal-setting cooperation within the framework of a strict separation of the procedural roles assigned to these subjects, the integrity of the system of expert consciousness with the separation from it of the minimum necessary elements of forensic medicine knowledge sufficient to implement the procedural role of the investigator and other procedural ones. The consequences of the gaps are predictably negative in the education of lawyers, in particular, investigators, prosecutors, advocates and judges, caused by the absence of the discipline “Forensic medicine” in the basic (compulsory) part of the federal state standard of higher professional education in the field of “Jurisprudence”. The formation of an effective model of cooperation seems to be of current interest between subjects of legal proceedings with considering the establishment of differentiated requirements for the volume and content of forensic medical competencies. The complex structure of forensic competences, qualification requirements for forensic medical experts, the peculiarities of the education of medical specialists - should be taken into account by the subjects of the investigation, the court when involving forensic experts and other doctors to participate in the proceedings. It is necessary to change the wording of Art. 178 of the Criminal Procedure Code of the Russian Federation: «with the participation of a forensic medical expert, and if one’s participation is impossible, - for a doctor» to the wording: «with the participation of a forensic medical expert, and if his participation is impossible, - for another doctor».

Use of hardware and software complexes (simulators) in practical training of trainees

Educational activity in the form of practical training provides for the demonstration of practical skills, the implementation, modeling by students of certain types of work to solve practical problems related to future professional activities in conditions close to real production.Practical training in preparation for professional activity has become an integral part of the educational process and the use of simulator training makes a significant contribution to this concept, given the fact that, under the conditions of transport security, it is not always possible for students to access real production facilities. Information technologies bring additional opportunities to the educational process in the development of professional competencies. The use of training complexes is becoming widespread in the railway industry in the development of educational programs of secondary vocational education and training of qualified personnel.In accordance with the decisions of the Program of Interaction between JSC "Russian Railways" and University Complexes of Railway Transport until 2025, training of qualified specialists ofJSC "Russian Railways" in the future of the program for the development of structural divisions and the development of the material and technical base of universities, the laboratory on specialty 23.02.01 Organization of transportation and management of transport (by type), which is a hardware and software complex "Train district dispatcher / duty at a railway station". The purpose of implementing a simulator is to improve the ability of students to skillfully apply professional competencies in train work, be able to competently use the knowledge gained in emergency and non-standard situations, make optimal decisions in operational work, and implement a system of measures to prevent defects in the production process.

Formation of intercultural competence as a pedagogical problem

As knowledge of English becomes a priority for the development of the Armed Forces of Ukraine, a modern military specialist is faced with a number of requirements, one of which is the formation of professionally oriented intercultural competence. Thus, a cadet, who has a certain conceptual and terminological apparatus in his/her specialization, has the opportunity to test his/her own knowledge and skills, to provide self-analysis of the level of formation of both intercultural and subject competences, as well as to receive an impartial feedback from foreign experts on the readiness for professional activity.
 The article considers the main notions that reveal the conceptual field of intercultural competence. The concepts of "competence", "competency", "culture", "intercultural competence" are defined and their historical-comparative analysis is carried out. It is found, that the professional training of cadets is carried out as a complex pedagogical influence, which has the purpose of developing a number of competences, among which the priority is currently considered to be intercultural competence. The essence of the concept of "competence" and variations of its interpretation by scientists, as well as differentiation with the concept of "competency", are clarified. The role of the humanities in general and the foreign language in particular in the development of professional competences of military specialists is noted.
 The generic function of the competence approach, which combines many traditional approaches, is mentioned. Intercultural competence is presented as a system of interconnected elements that position the personality in interaction with society through communication, which, in turn, is a means of adapting to the cultural values ​​of society and acquiring educational competences to form a qualified graduate of a higher military educational institution.
 The hierarchy of competences is defined, which consists of three levels: general, special and professional, which are represented by integral, general and professional competences, respectively

Methodological Fundamentals of the System of Translation Specialists’ Training in Higher Education Institutions on the Basis of Integration

The article highlights the approaches to the effective training of a professional translator. The purpose of the article is to describe the features of translation specialists’ training at higher educational institutions, the methodological principles and approaches of the system of translation specialists’ training at higher educational institutions. Methods. The study involves the use of integration analysis methods during learning students, a set of interrelated methods: theoretical analysis, comparison and generalization of scientific sources on the research problem; systematization, classification, experts’ assessments, etc. The results. It is determined that the following approaches necessary for professional training of a professional translator in higher school are: methodological approach; systematic approach; competency approach; axiological approach; acmeological approach; activity approach; synergetic approach and linguopsychological approach. The proposed scientific approaches to improving the professional future translators’ training outline a wide range of different aspects of students' readiness for professional activity in the field of translation. It is proved that in the future translation specialists’ training it is necessary to choose the principles of training taking into account that the methodological principles should correspond to the goals of training and that the methodological principles should be based on the concepts of training methods. Conclusions. It is found that the main principles for the training of translation specialists should be considered general didactic principles (principles of consciousness, clarity, strength, scientificity, emotionality, cognition, systematicity and consistency) and specific principles (intercultural communication, roleplaying, clarity, interdisciplinary connections and language competence). The benefit of the study is that the specific principles that determine the requirements for the organization of future translators’ training process are substantiated. The implementation of these principles can ensure the successful achievement of learning objectives, contributing to the intensification, productivity, efficiency and rationalization of forming the future translation specialists’ receptive language competencies.

Modern digital technologies in the system of professional training of specialists for esports

Introduction. The article is devoted to the problem of optimization of didactic conditions of complex support of professional training of specialists for modern esports on the basis of modern digital technologies. The article presents the literature review and the main content of research work aimed at creating it-services "KiberLab", allowing to identify the level of readiness for professional activity of the players and providing the possibility of determining on the basis of preliminary complex diagnostics of the optimal strategy (content, methods and phases) comprehensive support for the professional training of cyberhighway, aimed at improving its gaming potential. The significance of the results obtained and the possibility of using the IT service in the system of professional training of specialists for esports are determinedMaterials and Methods. When writing the article, the following methods were used: theoretical analysis of domestic and foreign literary sources; generalization and systematization of the results of a sociological survey of specialists in the field of cyber industry, experimental methods for studying professionally significant characteristics of an esportsman; methods of statistical processing of experimental data, experimental modeling, design and programming of an IT serviceResults. Based on the theoretical study of the problem, a model of comprehensive support for professional training of specialists for esports was developed. In order to optimize the diadactic conditions of comprehensive support of professional training of an esports player, an IT service was developed and tested, including safe and effective psychophysiologically based algorithms and methods of professional training and support of esports players. During 2019-2020, on the basis of the Laboratory of Esports Records, tasks were implemented to introduce modern digital technologies into the system of comprehensive support for the professional training of esports athletes. The IT service "Cyber Lab" was developed, which was experimentally tested and implemented in the practical work of the laboratory as part of the ongoing activities to provide comprehensive support for the professional training of esports athletes who are at different stages of professional development. 60 athletes, including 35 players who expressed their desire and consent to participate in the testing of the new model of support and 25 players included in the comparative study group, took part in the experimental testing of the Model of integrated support for professional training of esports athletes using an automated IT service that allows for a comprehensive study and development of the athlete's playing potential. At the end of the initial survey, individual profiles were compiled that reflect the game potential of each player and the structure of their psychophysiological and psychological indicators that correlate with individual game achievements. The primary identified indicators in the control and experimental groups did not have significant differences, i.e. the initial level in both groups was comparable in all characteristics. Based on the automated comparative analysis of the obtained data, individual recommendations and training programs were developed, aimed at optimizing the psychophysiological prerequisites of the athletes ' playing potential. At the end of the study, in February 2020, a second study of the individual indicators of esports players was conducted. A comparative analysis of the results of the repeated study of the experimental participants showed that the game performance in the experimental group improved by 17.8 % compared to the 9.3% obtained by the players in the comparative analysis group.Experimental testing of the developed information and digital technology has shown that the use of an automated IT service for comprehensive support of professional training of an esports player contributes not only to increasing its gaming potential, improving game performance indicators (including rating growth), but also to the implementation of health-saving technologies in the professional activity of esports players with different levels of professional skill.Discussion and Conclusions. The conducted research allowed to draw a conclusion that at the present stage of development of digital technologies it is necessary to carry out development and implementation of effective IT services in the system of complex support of professional training of esports players.

INCLUSIVE EDUCATION OF FUTURE TEACHERS ISSUES OF PSYCHOLOGICAL READINESS

In this article, the authors note that the readiness of teachers to work with children with disabilities is an important condition for the successful implementation of inclusive education. The article analyzes the theoretical concepts of the essence and structural components of teachers 'readiness for professional activity from the positions of various scientific approaches, and also considers the specifics of the problem of teachers' psychological readiness to work in conditions of educational inclusion. The theoretical analysis of scientific papers allow us to identify the main aspects of the problem of readiness for professional activity in psychology, to determine the specifics and structure of the psychological readiness of teachers to work in conditions of inclusion, to identifyАбай атындағы main problems of its formation in the course of professional training at the present stage. As a result, the authors came to the conclusion that the psychological and pedagogical training of future teachers for inclusive education is a necessary prerequisite for the success of an effective professional activity of a person in the modern world.

COMMUNICATIVE POTENTIAL OF FUTURE SOCIAL WORKERS

The article highlights the topical issue of communicative potential of future social workers in their professional activities. Modern requirements for a social worker require ablity to interact with various groups of clients: children, adolescents, youth, the elderly or people with special needs, deviant or delinquent behavior, addicted to psychoactive substances, victims of violence, war, natural disasters. disasters, prisoners, etc. Social workers must be able to communicate effectively with representatives of various target groups in the social sphere, in order to provide social services. They are become skilled for conflict-free communication, self-control, capable to empathize, to listen and prove point of view. All these professional competencies can be reflected as the communicative potential of a social worker. For the purpose of empirical research of communicative potential psychodiagnostic methods were applied: Diagnosis of the need for communication (U.Orlov), Can you listen? (E.Rogov), Study of the level of communicative control (M.Schneider), Identification of communicative and organizational skills (B.Fedoryshyn), Determining the behavioral style in a conflict situation (K.Thomas). Based on psychodiagnostic methods, it was found that future social workers have high indicators of communication needs, listening skills, level of communication control, level of communication skills and the predominance of average level of organizational skills. Among the styles of behavior in a conflict situation, the dominant are cooperation and compromise, which indicates a desire to meet the needs of the communication partner. The data indicate a high level of development of the communicative potential of future social workers and their readiness for professional activity in the chosen field.