Readiness For Professional Activity Research Articles

Analysis of the effectiveness of the training system of future computer profile specialists for the application of digital technologies

The purpose of the article is to verify and justify the effectiveness of implementing an authorial system for preparing future computer professionals to apply digital technologies. The methodological basis of the publication is methods of scientific analysis, pedagogical positions on the issues of preparing future computer professionals, implementation of an authorial system for preparing future computer professionals for the application of digital technologies. The scientific novelty lies in highlighting the main results of the pedagogical experiment, which aimed to verify the effectiveness of the system for preparing future computer professionals for the application of digital technologies. The pedagogical experiment was conducted in accordance with the main stages (diagnostic, formative, control), during each of which a series of tasks and research were carried out. The research hypothesis assumes that the quality of preparation of future computer professionals for the application of ICT in professional activities will improve by implementing organizational and pedagogical conditions, principles, approaches, content, forms, and methods laid down in the authorial system for preparing future computer professionals for the application of ICT. To substantiate the conclusions regarding the effectiveness of the content and methodology of the pedagogical experiment, statistical processing of the obtained data will be conducted. It was found that EG students demonstrated significantly higher knowledge and skills in mastering and using modern ICT tools and instruments: 3D modeling technologies, including for graphic reconstruction; additive technologies; development of adaptive web resources; development and application of virtual and augmented reality applications; use of Smart technologies in education, and so on. Conclusions. Summarizing the research results, we believe that the authorial system for preparing future computer professionals for the application of ICT in professional activities is effective and positively influences the formation of their readiness for professional activities in general.

Training of Future Psychologists: Providing Sustainable Rehabilitation Services to War Victims

The paper examines the problem of training future psychologists to provide rehabilitation services to war victims. It has been found that the psychological rehabilitation of war victims involves the work of psychologists to accelerate their psychological adaptation and prevent psychological complications that provoke the results of mental traumas associated with the provision of leaving home, work, usual comfortable life, etc. Therefore, psychologists must be ready to work with such persons and have a high level of professional competence. All this ensures effective professional training of future psychologists in institutions of higher education and the development of components of their readiness to provide rehabilitation services to war victims. We have found that these readiness components include: motivational, cognitive, operational and personal. The results of the diagnosis of the readiness components of psychology students to provide rehabilitation services to war victims have shown that, in addition to the personal component of readiness, all other components are developed at a sufficient level and this is due to the need to develop measures that are able to contribute to improving the level of training of future psychologists for psychological rehabilitation activities.
 Key words: psychology students; psychological rehabilitation; war victims; readiness for professional activity

Formation of the legal culture of future specialists as a pedagogical problem

The subject of this research is the definition of the legal culture as an object of scientific analysis. The concept of the legal culture of the future specialists is disclosed on the axis of analysis and generalization of the provisions of philosophy, sociology, pedagogy, psychology and law. Determined that the legal culture of the future specialists is characterized by the ability to carry out professional activities in the selected sector in compliance with legal norms, with a clear belief in the social value of the law and behavior that conforms to the law. The article notes the need to comply with legal norms, legally justified resolution of legal issues in the course of practical activities, clear awareness and understanding of responsibility for non-performance or improper performance of their professional duties. The article focuses on the impact of legal knowledge on the development of professional competence of specialists whose activities require knowledge of current legislation and understanding of the mechanism of legal regulation in connection with the performance of certain functions in the relevant areas of economic relations and sectors of the country's economy. An attempt was made to isolate the structural elements of the legal culture of the future specialists taking into account the subjective and objective aspects of the phenomenon of the legal culture. The article focuses on the pedagogical issues of forming the legal culture of future specialists, which is to increase the requirements of society to the professional competence of future agricultural specialists, taking into account the legal aspects of their activities and the inadequate level of their readiness for professional activities with awareness of their legal consequences. Thus, the formation of the legal culture of future specialists depends on the legal culture of the teacher, who must have legal competence, as well as a set of pedagogical conditions that will contribute to the effective formation of legal culture. Unfortunately, today the educational and methodological process is insufficiently provided. This affects the ability of a future specialist to apply the acquired legal knowledge in practice, to be prepared for the dynamics of legislative changes, and to be willing to make such changes, especially those related to his or her future professional activities. This pedagogical problem determines the relevance and prospects for further research of the issues raised.

Satisfaction and readiness for professional activity of students of the Institute of Osteopathy (Saint-Petersburg): a study using the DREEM questionnaire

   Introduction. The educational program is an important factor of the training quality of a future specialist in the modern system of medical personnel training. The most important indicator of the educational program quality is the educational environment that influences the formation of competencies and the students′ success. Measurements of the educational environment with the help of developed and validated tools make it possible to change it in many ways, which will eventually improve the quality of medical education. To date, the rapid educational environment assessment system developed at the University of Dundee (Dundee Ready Education Environment Measure, DREEM questionnaire) is considered as a valid and reliable tool that is universally accepted for measuring the medical educational environment, assessing the strengths and weaknesses of the educational environment according to the educational program under study and determining the direction of improving the educational environment.   The aim of the study is to evaluate the perception of the educational environment by students of the Institute of Osteopathy (Saint-Petersburg) using the DREEM questionnaire.   Materials and methods. The study involved 80 students of the Institute of Osteopathy (Saint-Petersburg), studying in residency or professional retraining programs. Participants were surveyed using the DREEM questionnaire, consisting of 50 closed-ended statements, which are grouped into 5 subcategories. I. Students′ perception of the learning process (12 statements). II. Students′ perception of the role of lecturers in the educational process (11 statements). III. Students′ perceptions of their own academic performance (8 statements). IV. Students′ perceptions of the educational atmosphere (12 statements). V. Social self-perception and interaction with the environment (7 statements). Each of the 50 statements is rated on a 5-point scale: «Strongly agree» (4), «Agree» (3), «Not sure» (2), «Disagree» (1) and «Strongly disagree» (0). Satisfaction analysis was also carried out for individual statements.   Results. The analysis of information obtained using the DREEM questionnaire showed that the educational environment created at the Institute of Osteopathy (Saint-Petersburg) was rated by students as ideal — 165,2 points; doctors studying in the residency educational program rate the educational environment statistically significantly (p < 0,05) higher than those studying in the professional retraining program. Among the students studying in a residency program, the indicators of confidence in their readiness for professional activity are at a fairly high level — 3,5–3,7 points, while among the students studying in a professional training program, the indicators of confidence in their readiness for professional activity are at the level of 2–3,3 points. There are some indicators of the educational environment that require improvement.   Conclusion. A detailed study of the level of the educational environment perception among students of the Institute of Osteopathy (Saint-Petersburg), studying in various educational programs, made it possible to identify the most problematic areas in the educational process implemented at the Institute, which makes it possible to develop proposals for improving the current educational environment. The issues of organizing social support for students and building confidence in their preparedness for practical activities deserve the greatest attention. It is also recommended to regularly conduct a study of the educational environment satisfaction among students of the Institute of Osteopathy to assess the dynamics of the indicators.

EFFECTIVENESS EXPERIMENTAL EVALUATION OF THE METHOD OF FUTURE TRAINERS’ PROFESSIONAL READINESS FORMATION IN THE SYSTEM OF EDUCATIONAL PRACTICES

In the article, an effectiveness experimental verification of the method of future trainers’ professional readiness formation in the system of educational practices has been carried out. It is scientifically argued that students’ activity during educational practices is analogous to a coach’s professional activity, adequate to the content and structure of pedagogical activity, organized in the real conditions of a sports school, therefore this activity should be based on professional knowledge, a certain theoretical foundation, since the theoretical training of future coaches to practical activities determines the structure of curricular for specialists majoring in specialty 017 Physical Culture and Sports. It has been proven that practical training is an important component of professional training of specialists; it is emphasized that the existing approaches to the organization of practices do not provide professionally oriented training of future trainers, the requirements are often formalized and limited to the submission of reporting documentation.
 The criteria are presented (motivational-value, cognitive, activity, health-preserving, reflective-evaluative) and indicators of future trainers’ readiness for professional activity corresponding to each of them, which are characterized by reproductive, productive, heuristic and creative levels. The outlined criteria and indicators have become the basis for diagnosing the current state and analyzing the effectiveness of the authors’ pedagogical technology of professionally oriented training of future trainers in the system of educational practices at the organizational, ascertaining and formative stages of the experiment on its implementation; the ways of implementing the technology are outlined and the results of the pedagogical experiment are summarized.
 The dynamics of future trainers’ readiness criteria at the initial, basic (professional correction) and implementation (professional reflection) stages of the formative experiment have been experimentally investigated; the generalized results of the introduction of experimental pedagogical technology of professionally oriented future trainer training are given.

Prospects and priorities of the cultural aspect in education

Relevance In modern conditions of world globalization, the issue of prospects and the search for priorities for the implementation of the cultural aspect in education in Kyrgyzstan has become one of the most important problems in improving its quality.Purpose. The purpose of the article is to substantiate and introduce a methodology for the formation of cultural competence of future teachers in higher educational institutions of Kyrgyzstan, as a guarantee of their readiness to carry out professional activities.Methodology. The basis of the methodological approach of the study is the substantiation and verification of the effectiveness of the methodology for the development of cultural competence in future teachers during their studies at a higher educational institution; empirical methods: analysis, comparison, systematization, survey, questioning, testing, modelling, and design; experiment � ascertaining and forming; methods of mathematical statistics: processing the final indicators of the formation of the level of readiness of teachers for the formation of cultural competence during their professional training in higher educational institutions.Results. The content of the concept �culturological competence of the future teacher� is determined; its signs and features are disclosed, a methodology for the development of cultural competence of future teachers in the context of professional training has been developed and implemented. During a pilot study, methodological tools have been developed to increase the readiness of future teachers for the formation of cultural competence during professional training, namely: the implementation of readiness components with selected methods for their formation and pedagogical conditions. After conducting an experimental study, promising directions for improving the methodology for developing the readiness of future teachers for professional activities were formed through the formation of cultural competence during preparation for professional activities in higher educational institutions of Kyrgyzstan.Conclusions. The practical value of the work lies in the development of a methodological system for improving the training of future teachers in Kyrgyzstan based on a competency-based approach.

DIAGNOSTICS OF THE FORMATION LEVEL OF FUTURE MANAGERS’ READINESS FOR PROFESSIONAL ACTIVITIES

The content of the concept of “readiness for professional activity” (RPA) is considered, a structural analysis of its components (value-motivational, cognitive-activity, personal, communicative components) is given. A pedagogical experiment to study the readiness of future managers for professional activity has been conducted. The content of diagnostic methods used during experimental work is revealed, their role in the learning process is highlighted. The diagnosis is based on criteria, indicators and their corresponding levels of formation of the RPA, which makes it possible to draw up a more objective picture of the current state of the investigated problem. An analysis of the dynamics of the structural components of the RPA during the experiment has been made, and the pedagogical conditions that help to activate the process of student training has been studied. Diagnosing the structural components of the RPA significantly activates the pedagogical cooperation between teachers and students. This is the process of their socio-psychological interaction, aimed at creating favorable conditions for self-knowledge, self-development and self-improvement of the individual

Роль клуба переводчиков в совершенствовании профессиональной и дискурсивной компетенции будущих переводчиков в вузе

The paper substantiates the choice of the discursive and situational-contextual approaches as the most effective ways of forming the professional and discursive competences of an interpreter. The aim of the study is to identify the potential of an interpreters’ club as a quasi-real situation in the process of forming the professional and discursive competences of interpreters, as well as their readiness for professional activity. The paper presents a theoretical analysis of educational, quasi-professional and educational-professional situations of interpreting in terms of modelling the extralinguistic context of the discourse of mediated professional communication, describes the results of a survey of the students who took part in the club meetings as interpreters. The scientific novelty of the study lies in identifying the component composition of the extralinguistic context of a quasi-professional situation of interpreting and determining the role of the interpreters’ club for forming, improving and monitoring the level of the professional and discursive competences of future interpreters. As a result, a methodology for conducting the interpreters’ club meetings was developed, a questionnaire for assessing the role of the club as a form of monitoring the development of the professional and discursive competences of future interpreters was worked out, the survey results of the students who participated in the club meetings as interpreters were described and the criteria for assessing the quality of interpretation were determined.

Digital transformation for teaching management accounting: training with a simulation in an authentic professional environment

ABSTRACT This study investigates the use of digital transformation for teaching management accounting through the implementation of training with a simulation in an authentic professional environment. Technology makes it possible to bring professional reality into the classroom, thereby enhancing the work-integrated experience of students. The authors present the training developed for third year undergraduates in Management Accounting course and the analysis of how students perceive the learning outcomes of this experiential activity. The study used quantitative and qualitative analysis from a survey of 254 respondents. The findings suggest that learning through tasks simulated in a real workplace positively influences students’ perceptions of their readiness for professional activity in terms of their technical, intellectual, organisational, personal, and interpersonal skills.

ВПЛИВ КОМПЕТЕНТНІСНОГО ПІДХОДУ НА ФОРМУВАННЯ ОСОБИСТОСТІ МАЙБУТНЬОГО ФІЛОЛОГА-ПОЛОНІСТА В ОСВІТНЬОМУ ПРОЦЕСІ ЗАКЛАДУ ВИЩОЇ ОСВІТИ

The article examines the formation of a future specialist's readiness for professional activity in the process of studying at a higher education institution. The influence of the competence approach on the cognitive and activity organization of the educational process is clarified. The relationship between the competency-based approach in education and the personally-oriented and activity-oriented approaches to learning is analyzed, since, on the one hand, it concerns the student's personality, and on the other hand, it can be implemented and verified only in the process of a specific student performing a certain set of actions. The importance of using active learning methods in a higher education institution for the purpose of forming professional and personal competencies, awareness of problem situations, fighting motives, revaluation of values and their use in specific real situations during the study of the main components of professional training is considered. It is emphasized that the choice of values significant for the subject is carried out in accordance with his value competencies and is made under the influence of the sociocultural experience of the individual. It is emphasized that values are the objective basis of the formation of value competences and are learned only under the condition of acceptance by the individual, compliance of needs and interests with value competences, that is, if the individual identifies himself with them, reveals a personal meaning in them. An analysis of the respondents’ value orientations was carried out. It is emphasized that values are motivating competences, certain directing and accelerating motives of human behavior, activity, in particular professional. It is highlighted that providing a professional direction to the life aspirations and behavioral motives of a higher education seeker is an important moment in the formation of the personality of a future Polish specialist, the formation of stable life views, and professional beliefs.

Multifunctional training and training complex for the training of firefighters and rescuers

Introduction. The main task of the universities of the Ministry of Emergency Situations is the formation of graduates' readiness for professional activity. More than 50% of graduates are appointed to the positions of heads of guards, who, as a rule, do not have experience in eliminating real fires and rescuing people. It is possible to increase the readiness of young guard chiefs to organize fire extinguishing and emergency rescue operations by developing the training ground base of the university, which should include objects of various functional purposes, as well as training complexes that allow forming not only practical skills and abilities, but also professional experience. Thus, the development of the training ground base of the University of the Ministry of Emergency Situations is an urgent task, the result of which is the improvement of existing and the creation of new training complexes, as well as the development of methods of practical training on them.Materials and Methods. In order to develop the training ground base of the Ivanovo Fire and Rescue Academy of the Ministry of Emergency Situations of Russia in 2022, the task was set to create a multifunctional training complex for firefighters and rescuers. The project was developed taking into account the statistics of the work performed by firefighters and rescuers during the elimination of fires and various emergencies, as well as the experience of professional activities of practical fire and rescue units. Taking into account the activities of fire and rescue units, the range of tasks to be solved and the regulatory legal framework of the Ministry of Emergency Situations, a list of necessary simulators designed to form specific professional skills and abilities was developed. In addition, to organize effective training of cadets, practical training methods were developed, which used the provisions of the theory of contextual, problem-based and game-based learning.Results. The multifunctional training complex developed and implemented in 2022 in the educational process of the Academy includes 18 simulators grouped into 6 thematic sections designed to form a wide range of professional skills and skills in extinguishing fires and conducting emergency rescue operations. The number of simulators and the methods of practical training on them allow you to organize simultaneous training of up to 90 cadets, both individually and as part of a group.Discussion and Conclusions. The developed multifunctional training complex for firefighters and rescuers has no analogues, the uniqueness of which is confirmed by the received utility model patents. The peculiarity of the presented complex is its compactness, saturation with various simulators, versatility, the use of author's training methods that implement contextual, problem-based and game-based training format, as well as the possibility of implementing scientific research in the field of professional activity of firefighters and rescuers.

Этнокультурная идентичность как показатель сформированности профессиональной готовности будущего психолога к поликультурному взаимодействию

The paper examines the psychological and pedagogical aspects of future psychologists’ readiness for professional activities in the conditions of multiculturalism. The aim of the study is to substantiate the possibility of using ethno-cultural identity types as indicators of future psychologists’ readiness for professional activities in multicultural conditions. Various approaches to the category of readiness in psychology and pedagogy are considered. Professional readiness is understood as an integral personal characteristic that includes awareness of one’s abilities, preparedness and the desire to realize them in professional activities. The scientific novelty lies in elaborating the essence of the notion of “future psychologists’ professional readiness for multicultural interaction”, as well as in identifying the relationship between ethno-cultural identity and the formation of future psychologists’ professional readiness for multicultural interaction. The results of the study showed that that the high level of readiness for professional activities in multicultural conditions is observed only among students with positive ethno-cultural identity. The more pronounced positive ethno-cultural identity is, the higher the level of future psychologists’ professional readiness for multicultural interaction is, which determines the importance of developing this type of identity among specialists working in multicultural conditions. Ethnonigilism is associated with the low level of future psychologists’ readiness for multicultural interaction. Expectations, attitude to another culture and its assessment, confidence in one’s abilities and competencies are important aspects of professional readiness for multicultural interaction, but its strongest indicator is intercultural interest.

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ТА ЇХ ГОТОВНІСТЬ ДО ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

Modern innovative changes and entrance Ukraine to the educational European environment provided new requirements to the training of future teachers of the Physical education within the institutions of high education. The main feature of the professional training of the future teacher of physical culture is educational activity aimed at mastering at a high level the learning competencies that are formed during the study of various educational components. Considering the our-days position, the training of future teachers of Physical culture at high school is oriented on the satisfaction of the country’s demands in the qualified professionals who would be able: to be competitive within the market of the educational services, to direct their efforts on the strengthening and saving of the pupils’ health within institutions of the general secondary education. The training of future teachers of physical education in institutions of higher education is a holistic pedagogical system that forms professional competences, enables the mastering of professionally oriented knowledge, abilities, skills, provides practical training, namely the acquisition of practical professional experience and the formation of the student as a future specialist in the field of physical education and sports. The transition from the traditional (subjective object-object) to the innovative (personal-oriented) learning paradigm places fundamentally new requirements for future teachers of physical culture, since only creative, communicative and creative individuals, who are constantly self-cultivating and finding new ideas, aimed at solving educational and educational tasks by using physical exercises, can lead to the renewal of a modern general education school and work with students and The results of the survey of students of the Berdyansk State Pedagogical University are presented. Key words: training, future teachers of Physical culture, professional training, readiness for professional activity.

THEORETICAL FOUNDATIONS OF PREPARING STUDENTS FOR SCIENTIFIC RESEARCH ACTIVITIES

The article is devoted to the problem of preparing students of humanitarian specialties for research activities. It is shown that the principles of the European strategy of continuous education are oriented towards the search and implementation of radically constructive approaches in the preparation of a new generation of research specialist as the leader of scientific knowledge, spiritual wealth and humanistic values. We are talking about the implementation of the position of «learning through research», aimed at the intellectual and creative development of the individual, its adaptation to a dynamically changing labor market, the formation of the scientific worldview of students and their mastery of the methods of scientific knowledge. It is proved that a significant potential in solving the above problems belongs to the research-oriented paradigm of professional training of future specialists. The theoretical foundations of training students of humanitarian specialties in scientific interdisciplinary discourse (pedagogical, psychological, philosophical, sociological aspects) are revealed. The content and concepts of such basic definitions that make up the conceptual and categorical apparatus of the study are clarified: «professional training of future specialists», «professional training of students of humanitarian specialties», «readiness for professional activity», «readiness for research activities of students of humanitarian specialties», established their relationship and interdependence. It has been proved that the readiness for research activity is an important element of the professional development and professional ascent of the future specialist in the humanities to the heights of his skill and competence, one of the parameters of his professional readiness, which significantly affects the effectiveness of the pedagogical process and the results of the specialist's activity.The practical significance of the results obtained lies in a significant update, modification and correction of the content of academic disciplines: «History and Theory of Science», «Fundamentals of Scientific Research», «Methods and Techniques of Scientific Research», the development of a program and the author's special course «Technology of Scientific Search in Professional Activities»; introduction of a program of theoretical and practical training of university teachers for the organization of stage-by-stage research activities of students; use of professionally oriented tasks and situations based on exploratory learning.

ПЕДАГОГІЧНІ УМОВИ ПІДГОТОВКИ МАЙБУТНІХ ВИХОВАТЕЛІВ ДІТЕЙ РАННЬОГО ВІКУ ДО РОБОТИ В СЕНСОРНО ЗБАГАЧЕНОМУ СЕРЕДОВИЩІ ЗАКЛАДУ ДОШКІЛЬНОЇ ОСВІТИ

The article has substantiated the pedagogical conditions for the formation of readiness of future educators of young children for work in a sensory enriched environment of preschool educational institution, namely: integration of humanitarian disciplines with the disciplines of methodological and practical training necessary for the implementation of further professional activities by future educators in groups of young children (stages of training – propedeutic and motivational; motivational and emotional component of readiness); ensuring of practical implementation of the acquired knowledge, skills and abilities in the sensory enriched environment of preschool educational institution (preparation stage – activity; cognitive and activity component of readiness); activation of students’ creative potential by engaging them in interaction with children, parents, and colleagues, relying on various communication functions (preparation stage – communicative; communicative and creative component of readiness); modeling of educational situations aimed at mastering students’ reflexive design of sensory enriched environments (stages of preparation – reflexive, professional self-realization; reflective and participatory component of readiness). The pedagogical conditions we have chosen ensure the effective training of future educators in higher educational institutions and contribute to the formation of future educators’ readiness for professional activity, which has become an extremely urgent problem today. Key words: pedagogical conditions, professional training, educator of preschool educational institution, children of early age, sensory enriched environment.

DEVELOPMENT OF HUMANISTIC PROFESSIONAL QUALITIES OF THE TEACHER IN THE PROCESS OF INTERACTIVE EDUCATION OF YOUNGER SCHOOL STUDENTS

The article reveals the problem of developing the humanistic qualities of the teacher in the process of organizing interactive education in primary school. The professional and personal qualities which characterize a humane primary school teacher are defined. It is emphasized that special attention is paid to the organization of the educational process as effective multilateral communication. Applying one or another technology, in our case interactive, to solve the tasks of the educational process, the primary school teacher will definitely use appropriate teaching methods. That is, the implementation of training using certain technologies occurs primarily through a system of adequate methods, which are the core of this technology. The role of "active" and "passive" learning methods, when students act as the "object" of teachning, is analyzed. It is noted that interactive teaching methods provide the greatest space for self-realization of the student in learning and most closely correspond to a person-oriented approach. They are focused on the realization of the cognitive interests and needs of the individual, therefore special attention is paid to the organization of the process of effective multilateral communication, which is characterized by the absence of polarity and minimal concentration on the teacher's point of view. Participants of such communication are more mobile, open and active. Therefore, the key to understanding the role of interactive communication in the social development of a child, both a child and a teacher, is the thesis that a child's personality develops in unity, communication with the nearest micro-society, which includes peers and teachers. In addition, the use of interactive methods ensures the implementation of the idea of cooperation in the team, contributes to the improvement of the psychological climate in the classroom, and creates an atmosphere of goodwill during training. The study of the role of the organization of interactive learning in the development of humanistic qualities of primary school teachers was organized in the following directions: self-analysis of their personal and professional qualities and determination of the importance of interactive learning in the formation of humanistic qualities. It is noted that a special role in the development of the teacher's humanistic qualities in the process of organizing interactive learning is played by their readiness for professional activity

ФОРМУВАННЯ У СТУДЕНТІВ-ІНСТРУМЕНТАЛІСТІВ ДОСВІДУ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ В ПРОЦЕСІ ФАХОВОЇ ПІДГОТОВКИ В УНІВЕРСИТЕТІ

The article is devoted to the problem of forming students-instrumentalists experience of professional activity in the process of vocational training at the university. The views of scientists regarding the essence of the concepts of «experience» and «professional experience» in philosophical, psychological, socio-pedagogical, musical-performance aspects are analyzed. The specificity of the musician-instrumentalist activity (as a performer and teacher) and the requirements of the educational and professional program for the professional training of students-instrumentalists at the university are determined. The directions (performing and pedagogical) of forming students' experience of professional activity are determined. The stages of formation of practical performing experience of a future instrumentalist and the content of professional training of pupils and students in instrumental-performance classes are characterized. The importance of individual, ensemble and orchestral training of students in the formation of the experience of professional activity of an instrumentalist is substantiated. Attention is focused on the complex nature of the formation of pedagogical experience of instrumental students in the classes of professional disciplines. The tasks of concert performance and pedagogical practice in the formation of professional experience of students are revealed. The formation of future instrumentalists' experience of professional activity is defined as a process of students' professional training in the system of classes on instrumental-performance, historical-theoretical and methodical disciplines, concert-performance and teaching practice, as well as the result characterizing the level of students' readiness for professional activity. Conclusions are formulated: 1) experience is an integral component of the professional competence of a specialist, and its formation is a long phased process; 2) the professional experience of the musician-instrumentalist is the empirical knowledge of the ways of concert and performance and music-pedagogical activity; 3) formation of students-instrumentalist experience of professional activity is carried out in the process of professional training, is enriched and improved during many years of creative activity.

Formation of readiness for professional activity of technical university students as a psychological and pedagogical problem

Based on the results of empirical research, the article shows that higher education should consider the process of formation of students' readiness for professional activity as a psychological and pedagogical problem. This is due to the current system of vocational guidance in secondary schools. As a result, most applicants have no idea about their chosen profession. This makes the problem of forming students' professional readiness for future activities an urgent task of the higher education system. It is shown on the results of the study that, in the opinion of the students themselves, such a task can and should be solved. The results of the study are described, the purpose of which was to identify the level of readiness of students to perform professional activities. The forms of formation of students' readiness for professional activity are considered. Considering the problem of a person's readiness for professional activity in the article, a personality-oriented component containing the properties and qualities of a future specialist is defined as a component, according to psychology. Based on empirical data, it is concluded that the professional readiness in demand today as a set of competencies of a graduate of a higher school, acting as socially significant integrative qualities that are in demand in the field of further professional activity and personal improvement, is the basis of high-quality professional education.

НАПРАВЛЕНИЯ СОВЕРШЕНСТВОВАНИЯ ТЕХНИКИ БОЕВЫХ ПРИЕМОВ БОРЬБЫ В СИСТЕМЕ МВД РОССИИ

The article deals with the peculiarities of internal affairs officers’ preparation for professional activity. It is noted that the professional activity of an employee of internal affairs bodies places high demands on his personal qualities, professional and physical training. It is shown that the basic skills of an adequate response of a police officer to dangerous conditions of the external environment are formed in the system of professional training of the Ministry of Internal Affairs of Russia, at the lessons on physical training, as well as during self-study. Attention is focused on the problems in the implementation of training, namely on the fact that the techniques of fighting techniques described in normative legal documents are not adapted to the conditions of operational and service tasks in real-life situations and have technical flaws. The authors have analyzed the directions of improvement of fighting techniques and have drawn conclusions about the expediency of constant modification of fighting techniques.

Theoretical foundations of students’ preparation for professional activity in higher educational institutions

The purpose of the article is to improve the quality and efficiency of education in the world, to pay special attention to the widespread use of pedagogical approaches in the processes of supporting students’ education, rapid changes in the socio-economic sphere, to eliminate the problems of improving the education system, and at the same time to identify the possibilities of using innovative technologies in education. The issues of forming the necessary professional competencies on the basis of building an innovative model of technological processes for training future personnel and improving the content as a result of applying didactic, experimental, model, didactic, methodological, and socio-psychological approaches were discussed.