Stages Of Professional Training Research Articles

Developing Professional Subjectivity in Future Primary School Teachers in the Context of a Neuropedagogical Approach

Future primary school teachers can feel their subjectivity and dive into the culture of learning activity as a basis for developing the main features of learning and professional subjectivity starting from the first classes in higher pedagogical educational institutions. The paper aims to scientifically and theoretically justify and experimentally verify some pedagogical conditions and methodologies for developing professional subjectivity in future primary school teachers, taking into account a neuropedagogical approach. Also, it substantiates the main pedagogical condition, that is, professional training should imply mastering the psychological structure of pedagogical activity in primary school and cultivating creative personality as the subject of this activity. It requires full compliance with certain pedagogical conditions. The latter should comply with neurophysiological characteristics of the participants in the educational process. The paper proves the effectiveness of these pedagogical conditions based on the questionnaire aimed at determining the effectiveness criteria for professional self-determination in higher education institutions, the diagnostic-related professional readiness methodology, the motivation towards higher education study methodology, the diagnostic of the structure of work motives methodology. The paper experimentally proves that their educational subjectivity is a manifestation of one’s capacity for subjective self-transformation in the learning activity, and pedagogical subjectivity represents the final stage of professional training and completion of pedagogical education, which acts as both synthesis and transformation of many invariant and variant subjective personality traits of students in the professionally important quality of the teacher, among which professional subjectivity is an integral one. EG respondents have shown better results in terms of levels of subjective qualities than CG respondents.

Self-Assessment of Listening Competence on the Basis of Analysis of its Effective Composition at the Master’s Stage of Professional Training

The standard for postgraduate education “Master” makes high demands on the communicativecompetencies of future specialists, which requires attention to the development of listening skills forundergraduates. Meanwhile, teachers and undergraduates are not adequately provided with methods formonitoring the quality of listening.Aim: to develop a questionnaire for self-assessment of the competence of the listening, reflectingthe effective composition of the listening. The main idea is to develop a diagnostic tool based on thestudy of the system of options for listening activities described by experts and analysis of the effectivecomposition of the diagnosed competency.The scientific significance of the work lies in the systematization and author’s classification of theoptions for listening. Practical significance is in creating a new quality self-assessment tool of one of thebasic competencies.The study used methods of theoretical analysis and synthesis, empirical methods of observation,conversation, and survey.The study allowed to systematize and classify models of listening activity; showed that the quality ofself-esteem can be improved by using questionnaires that reflect the effective composition of listeningoptions; allowed to determine the effectiveness of the developed methodology. The study is a contribution to the development of didactics of postgraduate education and has prospectsfor further development.Key words: self-assessment of the competence of a listening in a magistracy.

Formation of Professional Competence of Future Officers of the Logistics Troops (Forces) Supply of the Armed Forces of Ukraine

The purpose of the article is to identify the essence and basic principles of formation of professional competence of future logistics officers of the Armed Forces of Ukraine, to determine the algorithm of formation of professional competence by stages of professional training in the higher military educational institution, to identify methods and techniques corresponding to logistics. Research methods: theoretical analysis of primary sources, normative documents, conceptual principles of logistics; systematization, modeling, observation and testing. The results of the analysis revealed that the professional competence of future logistics officers is a personal education and an integral characteristic, which includes key and general competencies that are the result of training in higher military educational institution, covering the dynamic set of knowledge, skills and experience in this specialty, personal and socially significant qualities (ways of thinking, ability to self-study, learning styles, views, values, nature of behavior in unpredictable conditions, etc.) arising on the basis of the formed subject competences and provide an opportunity to perform the military logistics officer’s duties and professional tasks effectively. The principles of forming the professional competence of future logistics officers corresponding to their specialty as they are basic both in military-economic, and in pedagogical logistics are defined. These are: principle of systematization, principle of functionality, principle of integration and integrated goal setting, principle of «just in time», principle of «jit-reliability», principle of solving information problems by standardizing data, principle of prioritizing the needs of learners, principle of variability of strategies, methods and techniques, principle of focusing on the end result, principle of interaction of all components of the professional competence formation system, principle of coordination of actions of different divisions specialists. The influence of these principles on the formation of the future logistics officers’ professional competence is analyzed. An algorithm for the formation of professional competence was developed, which was modeled according to two opposite approaches – directions (direct and reverse): «bottom up», it means by stages of professional training in higher military educational institution – a sequence of courses, semesters and levels of training (bachelor, master) of future officers; and «top-down», it means from the principles of professional competence formation through the construction of a «goal tree» and the definition of its components (key competencies) and their manifestations in the material of subjects that form general subject competencies, to building a «competence tree» and designing them for each discipline and definition of subject competencies. There are a number of teaching methods and techniques that take into account the specifics of logistics, such as: methods of empirical adult learning, problem-based learning, the method of planned mistakes, visualization methods, methods of press conferences, dialogue, discussions, brainstorming techniques, case studies, which should be used in the educational process to form the professional competence of future logistics officers. Conclusions: the purpose of the study is achieved.

Communicative Competence in Training Future Language and Literature Teachers

The purpose of the paper is to present the empirical research on the components of communicative competence of future language and literature teachers during their studies at a higher education institution. The need for communication is considered as a basic one in the development of an individual as a social subject of behavior. The study substantiates that interaction with others, emotional and confidential communication is a factor of personality development, the means of improving communicative competence. The research methods: tests with standardized questionnaires and factor analysis. The study examines communicative competence as an element of professional training of future language and literature teachers. Factor analysis was used to determine the structure of communicative competence of future language and literature teachers. The following factor structure was established: (85.54%): F1 “ Communicative intolerance ” (4.069; 23.94%), F2 “ Communicative dominance ” (2.491; 14.65%), F3 “ Communicative anxiety ” (2.219; 13.05%), F4 “ Ethno-social compromise ” (2.119; 12.47%), F5 “ Communicative helplessness ” (1.822; 10.72%), F6 “ Need for communication ” (1.820; 10.71%). The research determines that in the structure of communicative competence of future language and literature teachers communicative tolerance reflects the need and content of communication and the willingness to communicate with others. The paper substantiates that a low level of communicative tolerance is an incentive for self-development in perceptive and interactive areas. It emphasizes that affiliation motivation is an important component of developing communicative tolerance at the stage of professional training at a higher education institution. The study shows that an individual’s need for affiliation during studies in a higher education institution is blocked by fear of rejection, causing different types of communicative intolerance.

СИСТЕМА ТА ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ОФІЦЕРІВ ДЕРЖАВНОЇ КРИМІНАЛЬНО-ВИКОНАВЧОЇ СЛУЖБИ УКРАЇНИ

Офіцери Державної кримінально-виконавчої служби під час виконання професійних обов’язків стикаються із цілою низкою комплексних проблем, що пов’язані з реалізацією квазіпрофесійних службових завдань, необхідністю встановлення комунікативних зв’язків, в тому числі з контингентом установ виконання покарань слідчих ізоляторів, уповноважених органів з питань пробації, здійснення процесу ресоціалізації осіб, які знаходяться в умовах несвободи, пошуку мотиваційних факторів, що сприяють процесу їх виправлення та подальшої адаптації в суспільстві тощо. Тому дослідження педагогічних умов, що забезпечують формування професійної компетентності офіцерів-пенітенціаріїв під час здобуття вищої освіти є важливим завданням педагогіки в цілому, в тому числі й пенітенціарної.Ступенева підготовка майбутніх офіцерів ДКВС України базується на системному, компетентнісному та інших підходах, що забезпечує можливість гнучкої зміни концептуальних засад щодо відтворення складної, цілеспрямованої, динамічної системи підготовки офіцерів ДКВС України та створення педагогічних умов для формування сучасних знань, умінь та навичок ефективно виконувати службові завдання. Тому на теперішній час виникла необхідність у дослідженні педагогічних умов, що сприяють удосконаленню системи підготовки формування професійних компетентностей офіцерів ДКВС України в умовах ступеневої вищої освіти.Мета статті – обґрунтування педагогічних умов, що забезпечують систему ступеневої професійної підготовки офіцерів Державної кримінально-виконавчої служби України.За результатами дослідження виокремлено та теоретично обґрунтовано педагогічні умови, що сприятимуть підвищенню рівня професійної компетентності майбутніх офіцерів Державної кримінально-виконавчої служби України.Найбільш оптимальними педагогічними умовами в процесі професійної підготовки є такі: інтеграція фахової підготовки майбутніх офіцерів ДКВС шляхом реалізації міждисциплінарних зв’язків професійно орієнтованих та гуманітарних дисциплін і фахової практики; професійне спрямування змісту підготовки майбутніх офіцерів ДКВС України з урахуванням контексту майбутньої професійної діяльності на основі критеріїв відбору; розвиток мотивації майбутніх офіцерів ДКВС України через застосування методів активного навчання, що моделюють ситуації професійної взаємодії майбутніх офіцерів ДКВС України; підвищення рівня професійної підготовки викладачів професійно орієнтовних дисциплін; удосконалення системи контролю якості та моніторингу навчального процесу майбутніх офіцерів ДКВС. Зазначені педагогічні умови потребують практичної реалізації через методи, форми й засоби навчання, а також етапи професійної підготовки.

Professional Self-Realization of Law Enforcement Officers at the Stage of Professional Training

The key concepts that assist to reflect the essence of the process of professional self-realization of police officers have been determined. The professional self-realization of the personality, which is determined by the value and sensory, intellectual and motivational features of the personality, has been studied. Modeling the experience of professional self-realization is the support of the personality for self-development of intellectual and volitional actions. This process is most productive in adolescence – at the time of completion of the development of readiness to choose a particular profession, defining oneself in a possible professional role. The main point of the studied process is the search for a professional image of “oneself”. It has been noted that the key stages of professional self-realization’s formation are: choice of educational institution, place of work (professional self-determination), subsequent choice of the type and direction of activity, formation within the chosen profession, professional growth, which reflects the effectiveness of professional self-realization. Thus, successful self-realization within the profession is based on a reasonable choice of place of study and future profession, continuous professional self-growth and self-development within labor activity, as well as satisfaction with the way of professional life and career. It has been studied that the development of the value sphere of the personality of law enforcement officers contributes to the optimization of their behavior and self-realization in such spheres of life as profession, family life, relationships, hobbies. The motivational component is one of the basic in the system of moral regulation of activities and behavior of professionals and includes a positive attitude to the chosen type of professional activity, the desire for self-realization and achievement, moral and professional attitudes and interests. Motivation acts as a link between the true goals, ideals, beliefs of the cadet and the actions, deeds, decisions he makes. The author has proved the expediency of forming value regulators of behavior and motivational sphere of future law enforcement officers in higher educational institutions with specific learning conditions, which may increase the efficiency of professional activity and self-realization of police officers in modern conditions.

Experimental verification of effectiveness of the system of forming experience of music-pedagogical activity of the future teachers of music art

The article deals with the system of forming the experience of music-pedagogical activity of the future teacher of music art, which includes levels and stages of professional training. Particular attention is paid to the tasks and stages of the experimental work in accordance with the ideas of the author’s concept of forming the experience of music-pedagogical activity of the future pedagogues-musicians. Each of the proposed elements allowed revealing the contextual filling of the phenomenon under study. The efficacy of the proposed ideas of the application of the complex ways of integration around the disciplines-complexes, related subjects, topics-complexes in the practice of teaching professionally-oriented disciplines of the institutions of higher education has been verified. It is described that in the process of work with students of the specialty Secondary Education (Music Arts) the new approaches, directions of activity have been implemented, innovative and traditional methods have been used, the special course «Art Workshop» has been introduced. Mastering the theoretical foundations of the course took place at lectures-talks, lectures-discussions, lectures with the use of elements of «brainstorming», lectures with the analysis of music-pedagogical or art situations, programmed lectures-consultations. Practical classes were conducted in the form of trainings, case studies, business (role) games, «brainstorming», projects, research work. Independent work of students included reading from a sheet of a new author’s composition, home independent work on a musical composition, individual interpretation of a musical composition, performing its individual fragments and more. Within the special course realization the syllabus of the discipline has been elaborated, which revealed the methods of teaching and control, approximate assessment of the types of students’ educational activity according to the rating system, the distribution of points, the scale of assessment according to the national and ECTS system, methodological provision of the special course, recommended literature, information resources of the discipline.

ПРАКТИКО-ОРИЕНТИРОВАННАЯ ПОДГОТОВКА: ВОЗМОЖНОСТИ, РИСКИ, РЕШЕНИЯ

The problem of proving the possibility of implementing practice focused training taking into account the risks revealed while introducing WorldSkills (WS) standards at the present stage of professional training is solved. Practice focused training is viewed as an operable educational process forming an ability and readiness to realize practical professional activities on the basis of professional self-identification, knowledge, skills, experience and personality. The methodology of system-activity and competence-context approaches considers the planned outcomes and practical focus of the educational process. Organization and management, organization of educational process, research, staffing and social partnership are considered as the main areas of practice-focused training to decrease possible negative consequences connected with the introduction of WS standards to the educational process.

UNDERSTANDING OF MENTORSHIP BY MODERN YOUTH AT THE INITIAL STAGE OF PROFESSIONAL TRAINING

Present paper describes research data on the understanding of mentorship by modern youth at the initial stage of professional training. The process of collecting and analysing the results of the test of unfinished sentences to determine the definitions of «mentor» and «mentorship» is described. Sample includes 80 students of medical and economic profiles, aged 18–20. Data processing was carried out using content analysis and crosstabs. 11 categories were selected (5 for mentorship, 6 for the description of the mentor) and 35 subcategories. The concepts of «mentor» and «mentorship» are given. Results showed the important role of the institution of mentorship in the educational process. It is noted that the value of mentorship for modern youth lies in the possibility of obtaining support, gaining experience and knowledge, building constructive relationships. Differences in the understanding of the functions of mentorship between students of different educational profiles in four categories were identified: «Basis for defining the concept of mentorship», «The role of mentorship», «Mentor`s Functions» and «Mentor`s Roles». Medical students associate mentorship with an adaptive function, and economists with a developing one. Our study showed that successful mentorship is based on building and maintaining constructive interaction, building favourable relationships.

STYLE CHARACTERISTICS OF BEHAVIOR SELF-REGULATION IN STUDENTS WITH VARIOUS VICTIMITY

Aim. In the present work, victimity is considered as a psychological deviation manifestingin specific behavioral responses that characterize the type of potential victim. The emphasis ismade on the necessity of taking into account a realized victimity of a person, the formation of itsadequate forms and its correction at the stage of professional training. The article is aimed at establishingthe style characteristics of behavior self-regulation in students with various victimity.Materials and methods. Based on the analysis of the results obtained according to the “Realizedvictimity” scale (the “Tendency to victim behavior” questionnaire) all subjects were divided intotwo groups: an average (n = 36) and below-average (n = 53) victimity. The data on victimity, behaviorself-regulation and emotional intelligence in students of the pedagogical university wereobtained using the corresponding questionnaires: “Tendency to victim behavior”, “Style of behaviorself-regulation”, “Emotional intelligence”. Results. In the structure of students’ victimity,high values are observed on scales that assess the tendency to addictive and helpless behavior, toaggressive victim behavior, to self-damaging and self-destructive behavior, and to non-criticalbehavior. When comparing groups of students with various victimity, the following features wereregistered expressed in the differences in the style characteristics of behavior self-regulation (inthe implementation of modeling, assessment and flexible interaction); in the absence of differencesin the parameters of emotional intelligence. Conclusion. Features of behavior selfregulationin students are determined by their victimity. Subjects with low victimity are twice aslikely to show high behavior self-regulation compared to respondents with average victimity. Theidentified risk group of students who are prone to addictive and helpless behavior requires specialmeasures to accompany their social adaptation at the university. When it comes to the formationof professional competencies of the future teacher, it is advisable to include in the program ofelective courses the analysis of the results of studies of victimity in students, pedagogical workers,as well as ways to correct victim identity deformation.

Spirituality and moral personal state of a nurse

The article presents the results of the research in spirituality and the moral personal state of a nurse as a condition for the formation of partnership relations in the medicine in dyads, these being: a) a nurse - a patient, b) a nurse - a doctor, and c) a nurse - to another nurse. The received data allowed to ascertain that nurses are mature, spiritually developed personalities. They feel themselves belonging to the Orthodox culture (87,2 %) and admit the necessity of preserving the traditional religious values in Russia (86,5 %). However, 23,3 % of the nurses consider medicine being beyond moral, and 6,3 % - even contradicting it. The possibility of interference of religion into medicine is allowed for by a very small number (6,6 %) of nurses. Keeping up with the high spiritual and moral culture as a condition of formation of bioethical outlook in the epoch of digital medicine demands a continuous study of biomedical ethics at all stages of professional training of nurse personnel.

PROFESSIONAL TRAINING OF AGRARIAN PROFILE SPECIALISTS AS A PSYCHOLOGICAL-PEDAGOGICAL PROBLEM

Improving the efficiency of the professional training of specialists in the agrarian sector is one of the priorities of the system of higher agricultural education. The purpose of the paper is to identify the main approaches of professional training of specialists in the agrarian sector. According to the results of the analysis of psychological and pedagogical literature, scientific contributions, the author submits the author's definition: «readiness of future specialists of agricultural specialties for professional activity as a complex socio-psychological education, which is characterized by awareness of the significance of this activity in the process of learning, the direction of the received theoretical knowledge, practical skills and abilities to solve problems of the agro-industrial complex of Ukraine». We distinguished three stages of professional training of students of agrarian profile in conditions of higher educational establishments, the qualities that must be formed for each student: the desire for in-depth study of his profession, the development of interest in it; regular independent performance of educational tasks; honest performance of public orders, active participation in public life; search of original, non-standard solutions of technical tasks. The article has stressed that the future specialist of the agrarian profile requires the combination, on the one hand, of deep industrial and technical knowledge, on the other hand, a thorough knowledge of socio-psychological knowledge that would allow to manage production units efficiently and successfully work in various sectors of the agricultural sector of Ukraine. It has been noted that in order to increase the efficiency of student learning, it is necessary: to know the objectives of the training, that is, those final knowledge, skills and abilities that they must acquire in the course of studying the disciplines; find forms and methods of control that will allow you to assess the degree of achievement of the goal, to understand what criteria should be respected in the organization of educational and cognitive activities; develop programs for organizing active conscious cognitive activity of each student for mastering the planned knowledge, skills and abilities; to create the appropriate motivational mood for the students, the interest and confidence in the importance and the need to obtain the specified knowledge, skills and skills that would encourage each student to actively conscious work.

Communicative Tolerance of Policemen in the Context of Their Emotional Intelligence’ Study

This paper presents the results of an empirical study of the peculiarities of manifestations of emotional intelligence among police officers with different levels of communicative tolerance at the stage of primary vocational training. In this context, the actual model of emotional intelligence and its practical application need to be verified taking into account the specifics of police activity. Emotional intelligence is considered primarily as an integral feature of the personality of a policeman in the context of his professional communication in situations that are problematic. The emotional intelligence of the individual is represented in the article as a cognitive ability to perceive and analyze both their own and others’ emotional states and emotional manifestations; as well as the ability to correctly regulate and use them. Communicative tolerance, in turn, is one of the most important features of the police officer, which shows his attitude to people, the degree of tolerance to unpleasant or unacceptable, in his opinion, mental states, qualities and deeds. As a psychodiagnostic tool, the questionnaire “General communicative tolerance” (V. V. Boyko) and the “Emotional Intelligence” test (D. V. Lusin) were used. The sample consisted of 132 students of initial training of police officers. The results of the study indicate differences in the manifestations of emotional intelligence in students with different levels of communicative tolerance. It is empirically proven that emotional intelligence in situations of problematic communication acts as an integral personality of the police officer, which allows him to successfully recognize and interpret the emotions of both his own and the communication partner. The study of the level of emotional intelligence of the police at the stage of professional training will allow the psychological support service to better address the tasks of professional selection and psychological support for future policemen.

МЕТОДИЧНІ ОСНОВИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ СУБ'ЄКТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ

Introduction. The article substantiates the problem of methodical fundamentals in the form of a complex method of formation of the professional subjectivity of future teachers of elementary school by studying specific academic disciplines in the process of applying active forms and methods of their professional training.Purpose. Methodological substantiation of the formation of professional subjectivity of future teachers of elementary school at pedagogical university.Methods. Theoretical (analysis of theoretical sources); classification and systematization of theoretical data, specialization of theoretical and practical knowledge; induction and deduction, comparative analysis of the received theoretical materials. Results. The complex method of forming the professional subjectivity of future teachers of the elementary school is considered as a created pedagogical system, based on the leading ideas and modern methodological approaches to the professional training of future teachers, including concrete forms and purposefully combined methods and means of forming their professional subjectivity at the main stages of professional training. There are important requirements for the construction of an educational process in which its goals, principles, content, methods, technologies, tools and organizational forms reflect the modern requirements of vocational training for the purposeful formation of the professional subjectivity of future teachers of the primary school. The components of the educational process should be the basis of a comprehensive methodology for forming the professional subjectivity of future teachers of primary school and promote the purposeful formation of an integral professional importance quality –professional subjectivity. Originality. The scientific novelty lies in the substantiation of the complex method of formation of professional subjectivity of future teachers of elementary school, as an integrated methodological system, which covers the whole period of obtaining the vocational education by future teachers of elementary school in a pedagogical university. The practical value of the results of the study lies in its realization during primary teachers` training.Conclusion (conclusions and recommendations for further research). The complex methodology for the formation of professional subjectivity of future teachers of elementary school promotes their positive changes, and the prospects for future research is to develop specific methods of formation of professional subjectivity.

Формування готовності магістрів до забезпечення управління якістю освітнього процесу в закладі дошкільної освіти під час вивчення фахових дисциплін

У статті викладено авторське бачення використання фахових нормативних і вибіркових дисциплін у процесі формування готовності магістрів до забезпечення якості освітнього процесу в закладі дошкільної освіти. Представлено аналіз досліджень з питань якісної організації освітньої діяльності в закладі дошкільної освіти. Запропоновано низку тем і питань, включення яких у зміст фахових дисциплін, покращить процес фахової підготовки магістрів. При цьому враховано компоненти освітнього процесу в дошкільному закладі з позицій системного підходу (освітнє середовище, взаємодія всіх учасників освітнього процесу, професійна компетентність вихователів, керівництво освітнім процесом на педагогічному, методичному й адміністративному рівнях, результати освітньої діяльності дошкільного закладу). Сформовано низку педагогічних умов, які уможливлюють успішність підготовки магістрантів до забезпечення якості освітнього процесу в закладі дошкільної освіти.

Особенности ценностно-мотивационной сферы личности психологов и психиатров

Introduction. This study investigates the characteristics of personal value motivational sphere in psychologists and psychiatrists at the stage of professional self-realization. Previous studies in this field have mainly been focused on studying the formation of psychological readiness for work at the stage of professional training or when entering into professional activity. Further stages of the professionalization of physicians and psychologists are most often considered in the context of professional burnout. The presence of stressful situations and emotional tension are characteristic of professional activities of psychologists and psychiatrists. This study compares the characteristics of value motivational sphere in these professional groups.
 Methods. The study used the following techniques: (a) Diagnostics of Personal Motivational Structure, (b) Personality Orientation, (c) Cognitive Orientation, (d) MAS, (e) Motivation of Affiliation, (f) Motivation of Labor Activity, (g) Value Orientations, (h) Assessment of Satisfaction of Needs by the Method of Paired Comparisons, and (i) Degree of Tension. The differences between the two groups were assessed using Fisher’s angular transformation.
 Results. This study revealed certain differences in personal value motivational sphere in psychiatrists and psychologists. In the group of psychiatrists personal motivational orientation is more related to social status and livelihood. General activity and social utility are most important characteristics in the group of psychologists. Besides, psychologists are characterized by a high level of cognitive needs; needs for self-realization and social needs are more important for psychiatrists. The findings of the study correlate well with the characteristics of value orientations. Thus, the instrumental value of ‘education’ is more important for psychologists; the value of ‘tolerance’ is more important for psychiatrists.
 Discussion. The authors suggest that in the process of professional self-realization certain characteristics of value motivational sphere in psychiatrists and psychologists may contribute to the formation of their successful professional activity. On the contrary, there are characteristics of value motivational sphere that may lead to emotional burnout.

Trayectorias de inserción profesional de “trans“ migrantes en Francia

Our research questions the trajectories of professional insertion of “trans” migrants who have exercised prostitution in France. For the collection of data, we conducted 26 in- depth interviews and a hundred direct observations between 2014 and 2017. Among the results obtained we found that if there are several professional insertion devices, only a minority of “trans” migrants was able to insert themselves into the labor market due to the presence of multiple obstacles, especially during the stage of professional training ”trans” migrants who were able to enter the labor market had a permanent accompaniment from the associative. The environment mainly, which not only was alert to their situation of economic precariousness and emotional fragility, but also facilitated the meeting between them and some professional training’s centers, and between them and the labor market.

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ КОНФЛІКТНОСТІ У ЮНАЦЬКОМУ ВІЦІ

The paper deals with theoretical review and empirical study of the peculiarities of conflict behavior in young adult age during their professional training. The process of professional becoming and intrapsychic controversies, arising during professional becoming and critical periods of the given stage are analyzed. Taking the theoretical review of psychological literature as the basis of our study, we can define the process of professional becoming as “the formation of professional orientation, competency, integration of socially meaningful and professionally important qualities, readiness to professional advancement, search for optimal means of qualitative and creative professional activity in accordance with person’s individual-psychological qualities” (Zeer Ye.) Critical stages of professional training can be divided into two groups: crisis of learning-professional orientation on the stage of optation and the crisis of the professional choice on the stage of professional training. The first crisis has the naive professional choice, situational choice of the higher educational institution, lack of individual-psychological features consideration as its’ agents. The second crisis is characterized by dissatisfaction with one’s professional education, changes in social-economical life conditions, changes in personality’s leading activity (Zeer Ye., Symanyuk Ye., Shchotka O.). The peculiarities of the conflict behavior of the students’ youth under conditions of learning activities are the subject of the empirical study. According to the hypothesis the peculiar features of the current teaching process’ organization, and especially ECTS system can be an external agent resulting in interpersonal conflict in academic groups and the choice of the conflict behavior strategy. Comparative analysis of data taken in the experimental and the control group gave the grounds to analyze behavioral strategy, its impact on the personality and group interactions. The results of the empirical study proved that ECTS system of training organization does not determine conflicts in academic groups, but rather demonstrates the wast specter of problems pertain to the process of organizing learning and training students’ with mainly external learning motivation activity. Our evidence suggests that students enrolled in the university mainly have conflicts through rating and scholarships, and these conflicts can lead to negative consequences.

УМОВИ РОЗВИТКУ ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ МАЙБУТНІХ ПРАВООХОРОНЦІВ ПІД ЧАС НАВЧАННЯ У ВИЩОМУ НАВЧАЛЬНОМУ ЗАКЛАДІ ЗІ СПЕЦИФІЧНИМИ УМОВАМИ НАВЧАННЯ

Introduction: the development of the professional identity of law enforcement officers at the stage of professional training has been considered. A number of factors of subjective nature, psychological and pedagogical conditions, which are based on understanding of the structure, functions, mechanisms and regularities of the development of a person’s identity have been highlighted. The author has studied the factors related to the specifics of studying at higher educational institutions with specific learning conditions that are of particular importance in the process of developing the professional identity of future law enforcement officers.Contemporary changes in the social environment need to have increased requirements for a modern specialist, where the professional identity of an individual is one of the main preconditions for the adaptation at the stage of professional formation. The formed professional identity is a significant factor.The urgency of the problem of the professional identity is also due to the fact that the country strives for reliable, well-trained and motivated law enforcement officers in the conditions of a protracted economic, political crisis and active social changes that led to a certain weakening of the socio-psychological mechanisms of society’s regulation, for the stabilization of the situation in the country.The purpose is to study and analyze the factors and conditions for the development of the professional identity of future law enforcement officers who are trained at higher educational institutions with specific learning conditions.Methods. Theoretical analysis of scientific literature.Results. Analysis of recent research reveals the peculiarities of criteria for professional psychological selection for studying at higher educational institutions with specific learning conditions, self-actualization at different stages of professional formation, motivational basis for the professional development of law enforcement officers.Originality. There is nowadays the need of a thorough study of the peculiarities of the professional formation of law enforcement officers at the stage of professional training in order to develop psychological methods for training future law enforcement officers that they perform their professional duties as law enforcement officers.Conclusions. The mechanism of formation of the professional identity of cadets includes: the organization of self-comprehension and self-awareness within future professional activities in the process of studying at higher educational institutions; independent decision-making on solving professional tasks; determining life and professional perspectives in the process of training; creation of the conditions for the disclosure of cadets’ abilities, development of the needs for mastering professional knowledge, information seeking, and the solution of professionally oriented tasks. Consequently, the analysis of the peculiarities of these factors and the conditions for the development of the professional identity of future law enforcement officers provides grounds to emphasize the special role of the factors in this process related to the specificity of studying at higher educational institutions with specific learning conditions.

НАЦІОНАЛЬНІ СТАНДАРТИ ТА МОДЕЛІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ФАХІВЦІВ У КРАЇНАХ ЄВРОПЕЙСЬКОГО СОЮЗУ

The article analyzes the standards of professional training of specialists in the countries of the European Union. The models and structure of professional future teachers training in France are described. The stages of professional training of specialists, in particular, secondary school teachers in France, are highlighted: a stage of general university training; a stage of professional training combined with theoretical classes; a stage of professional training, which includes didactic training and pedagogical internship; a stage of continuing education that provides opportunities for further training and self-improvement. A description of the standards for teacher training in the United Kingdom of Great Britain and Northern Ireland is presented. It is noted that the most common model for future teacher training in the United Kingdom of Great Britain and Northern Ireland is the parallel model. The program of the parallel model includes the following sections for the future teacher training: general (basic) courses (compulsory for all applicants of education); psychological and pedagogical cycle of disciplines (studying of these disciplines is supplemented by various types of pedagogical practice); one or two subject courses; professional courses. It is determined the skills that a teacher must possess in accordance with the National Standard of a qualified teacher, in particular, the ability to plan and determine the strategic objectives of training for all class students; the ability to determine the requirements for the student’s learning outcomes; the ability to find the methods and content of the students’ learning activities according to their level; the ability to take into account different cultural, national, ethnic, religious, gender, other characteristics and needs of students; the ability to work in a team; the ability to work with parents; the ability to plan students’ extracurricular activities. It is mentioned that the national standard of a qualified teacher of England and Wales contains of three sections: professional values in the teacher’s activity (Professional Values and Practice); Knowledge and Understanding; Teaching. The main content of the teacher training program in Ireland is considered.