Structure Of Professional Competence Research Articles

Forming professional reliability of railway power supply specialists

The high level of technological, technical, logistics, organizational and economic changes occurring in the railway industry determines the trajectory of development of professional training of specialists. The priority of safety issues in the context of the complex influence of occupational risks actualizes the scientific understanding of the problem associated with the substantiation of effective characteristics that allow one to withstand the cumulative influence of occupational risks, effectively develop in the professional community, maintaining a stable equilibrium state of the “man – technology – production environment” system. Analysis of research and methodological literature, experience of professional applied physical training at railway universities of the Russian Federation made it possible to identify areas of research aimed at bringing the indicators of psychophysical fitness of specialists into line with the conditions for the implementation of their professional activities. In the structure of professional competence of railway transport specialists, researchers highlight readiness for professional activity. At the same time, in today’s rapidly changing conditions of the professional world, it is necessary to form not only the current (basic) professionally significant qualities of a future specialist, but also to create conditions for the development of potential professional abilities, which will allow effectively confronting risk situations and ensuring the formation of self-regulation mechanisms. The quality that ensures the mobilization and activation of available funds, reserves, sources to achieve set goals, solve problems, and unlock opportunities in a certain area is reliability. In the article it is shown that convergence of play with learning determines the developmental effect of the game method. The complex nature of the gaming method allows to form indicators in the structure of professional reliability of railway power supply specialists.

СОЦИАЛЬНАЯ КОМПЕТЕНТНОСТЬ СПЕЦИАЛИСТОВ ЖЕЛЕЗНОДОРОЖНОГО ТРАНСПОРТА

Railway transport is the leader of the Russian transport market and one of the largest companies in the global transport sector. This powerful tool not only serves as a driving force for the development of many industries in the Russian Federation, but is also one of the criteria for assessing well-being and welfare of its citizens, which dictates the need for a detailed study of all aspects of the functioning of railway production. When considering the quality of the implementation of railway services, special attention must be paid to the internal quality system, namely, corporate culture, working conditions, quality of service, and a multi-level team management system. In modern rapidly changing socio-technological conditions of development of the transport industry, the efficiency and competitiveness of a railway transport specialist is determined not only by the quality of knowledge and skills in the structure of professional competencies, but also by a set of personal qualities that allow optimal ergonomic passage through the stages of socio-technological adaptation and further professionalization. A multifactorial analysis of “social competence” as a pedagogical category, from the standpoint of activity-based, personal, subjective, axiological, competence-based approaches, the study of regulatory documentation and conditions for the implementation of professional activities in transport, made it possible to determine the essence and structure of the social competence of railway specialists as an integrative quality of personality, the structure of which can be represented by a set of motivational, value, emotional, and communicative components. The choice of indicators (social initiative and activity, the ability to transmit generally accepted and intra-industry social values, empathy, tolerance, self-esteem, ability for effective communication, social mobility) in the structure of social competence is substantiated and the levels of their formation are determined. Situational and functional approaches to identifying the content of the main stages of socialization in the professional training of railway transport specialists made it possible to specify the psychological and pedagogical conditions for the targeted formation of indicators of social competence: incessancy and continuity in the development of a block of socially oriented disciplines; practice-oriented educational process; active learning methods; design technologies; formation of an active subject position of students

ЗНАЧИМОСТЬ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ ПЕДАГОГА В ОБНОВЛЕННОЙ РОССИИ

In the article, the authors consider the role of a professionally competent teacher in the intellectual and spiritual and moral development of the young generation of the XXI century in the context of reforming the national education system. Improving the level of professional training of teachers in the discourse of the main provisions of the competence approach is one of the standards of ongoing reforms in the field of higher education. One of the factors ensuring the effectiveness of a teacher's work is his professional competence as the ability to self-actualize in creative and innovative pedagogical activities based on intellectual competencies, possession of modern educational technologies, and the presence of a system of necessary personal qualities for the organization of an integrated educational process. The concepts of "competence", "competence", "professional competence of a teacher", "professional activity of a teacher" and others are considered. The author suggests that professional competence should have a clear structure defining its content. But at the moment there is no definite structure of professional competence. Different authors, researchers of professional competence, offer different options. The variants of scientists – researchers of professional competence are given. The key competencies, the main competencies related both to the person himself as a person, a subject of activity, communication, and related to the social interaction of a person and the social sphere, human activity are considered. The study of various opinions presented by researchers on the nature of competence, according to the definition of the essence of the concept of "professional competence" makes it possible to present it as an integration of knowledge, experience and professionally significant personal qualities of a teacher.

Structural Components of Professional Competence of Future Economists Studying at Professional Economic Colleges

The article deals with the problem of forming the professional competence of future specialists in economic specialties who receive education in professional economic colleges. The relevance of the current study lies in the fact that the dynamics of the traditional methodological approach in the educational process, given the global world trends, determines the priority of focusing on the competence approach and requires a detailed development of the content of the concept of competence of future specialists in economic specialties. The aim of the article is to determine the structure of future economists’ professional competence and the peculiarities of its formation in the educational space of professional economic colleges. The study used general research methods, such as generalization, comparison, systematization and abstraction, analysis, synthesis, and specification. Results. The structure of professional competence of future specialists in economic specialties, which combines professional and personal components, is substantiated. The vectors of improving the educational process aimed at forming information and digital, communication and intercultural competence in future specialists in economic specialties as an important component of their overall professionalism are allocated. The article establishes that the need to actualize the phenomenon of professional competence is due to the specific requirements for the professional qualities of an economist, characterized by the specific content and specific focus of professional activity. Conclusions. In the course of the study, it has been found that one of the promising areas of the educational process is the formation of future specialist’s personal qualities, including his/her digital literacy, logical thinking and international communication skills. It has been found that further research need determining and substantiating the psychological and pedagogical conditions for implementing the model of forming the economic specialties students’ professional competence in vocational education of higher education institutions. In addition, the basic principles of implementation and development of the educational process interdisciplinary integration are characterized. The development of an algorithm for the formation of foreign language professional communicative competence in future specialists of the field is seen as a promising direction of future research on the outlined topic.

STRATEGIC COMPETENCE AS A DETERMINANT OF PROFESSIONAL COMPETENCE OF A FUTURE SPECIALIST

The article analyses the research and trends in various literary sources with the aim of identifying new theoretical concepts regarding the essence of strategic competence, with the help of which we can better understand the requirements for strategic competence of specialists to improve the professional training of future specialists. It has been established that the phenomenon of “strategic competence” is a complex and multidimensional phenomenon, so defining the essence of this phenomenon primarily involves clarifying the content of such a related concept as “competence”, on the basis of which it is possible to reveal the essence of the concept of “strategic competence” of a person. Competence in the study is considered as an integrative personal formation that combines the acquired knowledge, skills, abilities, experience and personal characteristics that determine the desire, ability and willingness to solve problems and tasks that arise in real life and professional situations. The analysis of the scientific literature has shown that there is a difficulty in defining strategic competence, as it can refer to both the ability to perform tasks and the way people should behave to fulfil their role. Based on the analysis of the structure of professional competence, we conclude that strategic competence is one of its important structural components. Strategic competence exists as part of the professional competence of a specialist of any profile, and should be used when there is a need to find solutions to real or foreseeable problems in professional activities. It is established that it is advisable to distinguish strategic competence as a separate component of professional competence. It is proved that strategic competence is closely related to higher education and the necessary requirements for graduates of higher education institutions. In the course of the analysis, it is found out that the content of the standards of higher education of Ukraine of the first (bachelor’s) level of higher education in various specialties takes into account the need to form strategic competence in future specialists. It is determined that a high level of formation of a specialist’s strategic competence ensures the choice of an effective model of professional behaviour that should meet the conditions of professional activity; planning and development by a specialist of measures to adapt to the conditions of professional activity, including changes in organizational culture; determination of the overall goal of professional activity; implementation of planned actions and operations; implementation of the planned strategy, etc. It is concluded that strategic competence is one of the components of professional competence, which provides solutions to real or foreseeable problems; this high level of formation of the strategic competence of a specialist ensures the choice of an effective model of professional behaviour that should meet the conditions of professional activity; planning and development by a specialist of measures to adapt to the conditions of professional activity, including changes in organizational culture; determination of the overall goal of professional activity; performance of planned actions and operations; implementation of the planned strategy, etc. The conducted research emphasizes the relevance of this issue in today’s conditions and provides prospects for further work on disclosing the essence and structure of the strategic competence of the head of a preschool education institution.

ANALYSIS OF THE PROFESSIONAL COMPETENCES OF POSTAL OPERATORS

The article analyzes the standard of professional (vocational and technical) education in the profession of postal operator with the aim of establishing their compliance with the modern requirements of employers and determining the modern structure of their professional competence. The purpose of the article is to analyze the standard of professional (vocational and technical) education in the profession of postal operator, to establish the correspondence of the description of the profession with the modern requirements of employers and to determine the modern structure of the professional competence of postal operators. In the process of research, the author used content analysis of regulatory and legal documents and reporting documentation, analysis of scientific and professional literature, the method of paired comparisons for expert assessment of modern competencies, and synthesis for generalization of the obtained results. A comparative analysis of the content of the modules according to the qualifications of each class was carried out. According to the results of the research, the necessity to transform the professional competence of future postal operators, who acquire a profession in professional (vocational and technical) education institutions, has been updated, which will correspond to the trend of rapid introduction of digital technologies into the activities of the postal infrastructure. Taking into account the current trends of rapid transformation of the field of postal communication, based on the results of the analysis of professional competencies of qualified workers of various professions, the websites of JSC Ukrposhta and the company Nova Poshta, the most relevant and necessary competencies for postal operators have been identified. It has been found out that there have been changes in the practical activities of postal operators, which have led to the expansion and transformation of the functions of postal operators. This has made it necessary to update the professional competence of postal operators, its structure and component composition, which must meet the requirements of the National Framework of Qualifications and its descriptors. Based on the analysis of specialized literature and reporting documentation of the most powerful domestic postal operators, a number of professional competencies is proposed: operational, programmatic, reference and informational, interpersonal, financial, statistical, communicative, foreign language, cultural and linguistic. Taking into consideration the results of the discussion with teaching staff of professional (vocational and technical) education institutions that train qualified workers in this profession, expert evaluation by a group of experts consisting of scientists, teachers of special disciplines, and representatives of employers, it was found out that the most important professional competencies of postal operators include operational, programmatic and communicative ones. The structure of professional competence of postal operators is defined, which consists of interconnected components: cognitive (including: knowledge that a qualified worker of this profession should possess: reference and information, financial, technical and technological, normative and legal, etc.), operational (containing a number of such competencies as: operational, programmatic, and financial ones), personal and valuable (representing a set of personal and professional qualities of a future qualified worker, their motivational orientation; the ability to understand themselves and others, a high level of responsibility towards themselves and clients, interpersonal, communicative, cultural and linguistic, and social-psychological competences).

Формування компетентності фахівців з професійної освіти

The article examines the process of forming competence among future professionals in the field ofvocational education, explores theoretical approaches to defining the essence and structure of professionalcompetence, as well as methods and strategies for its development. Professional competence is a crucial factorfor success in the job market and a defining quality of future professionals. In this context, the role of vocationaleducation in shaping this competence is discussed, emphasizing the need to combine theoretical knowledgewith practical skills.The impact of innovative teaching approaches on the formation of professional competence isinvestigated, including the use of information and communication technologies and active learning methods.It is determined that contemporary challenges in the economy and technological advancements require futureprofessionals to have a deeper understanding of the specifics of their field and the ability to adapt quickly tochanges6The article provides an analysis of the peculiarities of training specialists specializing in the field ofspecialization 015 «Vocational Education». The main problems arising during their training are identified, andproposed solutions are outlined, particularly those based on a competency-based approach to the formation ofprofessional competence in teachers. This approach is considered a key factor in enhancing the quality offuture professionals' training. The importance of further research in this area and the search for optimalmethods of forming competence in vocational education professionals is emphasized.The results of this study can be valuable for higher educational institutions, educators, and studentsaiming to improve the quality of vocational education and enhance their competitiveness in the job market.Given the complexity and multifaceted nature of the chosen topic, future research prospects include thedevelopment, testing, and implementation of innovative pedagogical methods in the educational environmentto ensure the high-quality training of vocational education professionals

Cтруктура професійної компетентності фахівців у галузі управління та адміністрування

The article substantiates the peculiarities of the formation of professional competence of future specialists in the field of management and administration. The essence and structure of professional competence of specialists in the interpretation of different researchers are analyzed, the advantages and disadvantages of each approach are clarified.
 The purpose of the article is to substantiate the structure of professional competence of future specialists in the field of management and administration.
 Based on the interpretation of professional competence of future specialists in accordance with the model of I. Winter, the article was an attempt to justify the structure of professional competence of future specialists in the field of management and administration. In particular, the following basic elements were identified and characterized: professional competence (system of professional knowledge, skills and abilities, on the basis of which the ability to conduct professional activities is formed); digital competence (ability to use digital technologies in the process of solving professional problems); legal competence (system of legal knowledge, practical skills, abilities, experience that allow the employee to solve professional problems in the legal field); occupational safety (ability to conduct professional activities safely); communicative competence (ability to communicate and justify decisions in state and foreign languages) and personal competence (formed desire for personal and professional development throughout life, as well as acquired certain personal qualities of the employee).
 Given the complexity and multifaceted nature of the chosen topic, the prospects of scientific research consider the need for further theoretical research and their practical implementation.

Professional training of future physical education teachers in higher education institutions as a relevant issue of modern science and educational practice

The aim of the research is to theoretically substantiate the professional training of future physical education teachers in higher education institutions as a relevant problem of modern science and educational practice. Research methods: theoretical analysis of scientific and methodological literature and normative documents, analysis, synthesis, and generalization. Results: The study identifies aspects that influence the quality of physical education and its impact on the overall development of students as a component of the professional training of future physical education teachers in higher education institutions. Key aspects include changes in the role of physical education in modern society and the incorporation of modern pedagogical methods and technologies into the education of the younger generation. According to scientific findings, the structure of professional competence of a physical education teacher is outlined. The main reasons for the relevance of professional training for future physical education teachers in contemporary science and practice are defined. Key professional competencies of future physical education teachers are highlighted: methodological, pedagogical, technical skills, adaptability to different conditions and individual needs of students, inclusiveness. Conclusions. The professional training of future physical education teachers in higher education institutions is a multifaceted problem that requires a comprehensive approach. It involves preparing educators who are well-versed in modern pedagogical methods, technology integration, inclusiveness, sports science, and psychology. By focusing on these aspects, educational institutions can ensure that future physical education teachers are adequately prepared to meet the growing needs of students and contribute to their overall development. Thus, the preparation of future physical education teachers in higher education institutions is crucial for ensuring high-quality physical education, promoting health, and fostering the physical development of the younger generation. Future research is needed to define the specific features of forming professional competencies for future physical education teachers.

PROFESSIONAL COMPETENCE AS A CRUCIAL CONDITION FOR THE SUCCESSFUL ACTIVITY OF QUALIFIED WORKERS IN THE SERVICE SECTOR

The relevance of this article is determined by the need to elucidate the main approaches to interpreting the essence and structure of the concept "professional competence" and to justify its importance as a crucial condition for the successful activity of skilled workers in the service sector according to current labor market demands. The purpose of the article is to illuminate the main approaches to interpreting the essence and structure of the concept "professional competence," and to characterize it as an important condition for the successful activity of skilled workers in the service sector. Methods: the study of scientific sources on the interpretation of the essence of the concept "professional competence" and its structural components, summarization and systematization - for formulating conclusions and perspectives for further research. Results: the results of the analysis of the definition "professional competence" of skilled workers in the service sector are presented, the main approaches in scientific sources to the interpretation of this concept are determined; the main components of professional competence of skilled workers in the service sector are characterized; it is substantiated that the professional competence of a skilled worker in the service sector is a complex formation that integrates knowledge, skills, experience, personal values, orientations, and needs, and ensures productive and successful professional activity and professional development of the personality of a skilled worker, taking into account the needs of the labor market; the following components are singled out: value-motivational, gnoseological-cognitive, innovative-technological, interpersonal-communicative, reflexive-evaluative. Conclusions: the main aspects of the essence and structure of professional competence of skilled workers in the service sector are characterized, the importance of professional competence for successful professional activity is substantiated, taking into account the peculiarities of the profession and labor market demands.

THEORETICAL PRINCIPLES OF THE FORMATION OF RHETORICAL COMPETENCE OF FUTURE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article examines the theoretical foundations of the formation of rhetorical competence of future teachers in the process of professional training. It has been established that the problem of forming the rhetorical competence of future teachers is in the focus of a comprehensive study of the teacherʼs professional training, which is carried out on the basis of the competence approach. The views of scientists on the essence of the formation of rhetorical competence of future teachers are considered. The following components are distinguished in the structure of professional competence: theoretical, methodical, professional competence; socio-pedagogical, differential-psychological and auto-psychological competence. It was established that the “rhetorical competence” of future teachers is an important component of their training in higher education and involves the ability to effectively form a communicative strategy, formulate an opinion logically, accessible, communicate, skillfully use rhetorical techniques in order to form an individual oratorical style. It has been proven that in order to develop and form the language and communication skills and skills of students, the teacher must possess rhetorical competence, because for the provision of quality educational services, it is important not only to have information and be able to process it, but also to provide it in a high-quality manner to those seeking education. In the educational process of the future teacher, it is advisable to implement measures aimed at the formation of rhetorical competence: project technologies, trainings, master classes on the basics of public speaking, self-motivation, discussions, role-playing rhetorical games-improvisations, rhetorical exercises, exercises for mastering language techniques (setting the voice, developing diction, intonation, correct breathing). This will contribute to the formation of highly qualified teachers capable of solving a number of tasks professionally.
 Keywords: rhetoric; language; communication; linguistic and communicative competence; rhetorical competence; future teachers; competence approach; rhetorical knowledge, skills and abilities.

THE EFFICIENCY OF THE COMPETENCE-ORIENTED TEACHING METHOD AT THE CLINICAL DEPARTMENTS OF I. HORBACHEVSKY TERNOPIL NATIONAL MEDICAL UNIVERSITY

SUMMARY. Among researchers, there is no established view on the structure of professional competence of future specialists in general and future doctors in particular, regarding the types of competences that should be laid as its basis. This situation served as the basis for conducting an analysis of the effectiveness of various communicative educational methods for improving professional training of master's students at the university's clinical departments.
 The aim – to analyze the effectiveness of various teaching methods for the formation of professional competence of future doctors in key and subject competencies in emergency medical care.
 Results. Communicative competence is a dynamic combination of knowledge and practical skills, ways of thinking, professional, worldview, social qualities, moral and ethical values, which determines the ability of a person (student) to successfully carry out professional and further educational activities and is the result of learning at a certain level of education. The formation of the communicative competence of master's students is achieved thanks to the effective interaction of the teacher and the student (communication, exchange of knowledge, practice of abilities and skills), professional and personal qualities of the teacher, which are manifested through analytical perceptive, motivational-communicative, professionally-oriented and tactical-psychological communicative skills in solving professional tasks and individual properties of the subject of professional and pedagogical activity, necessary and sufficient for mastering communicative skills at the normatively determined level. To form the professional competence of future doctors in key and subject competencies in emergency medical care, the teachers of the clinical departments use a complex of interactive teaching methods based on the principles of a participatory-interactive approach. Such teaching methods include the method of educational discussion, game teaching methods, dialogue method, method of individual and group projects, as well as independent work of master's students.
 Conclusions. In order to achieve high communicative and professional competence of the future master's doctor in the specialty of emergency medical care, the teachers of the clinical departments of the university use such participatory and interactive teaching methods as the educational discussion method, game teaching methods, the dialogue method, the method of individual and group projects, as well as the method of independent works of master's students. The effectiveness of using each educational method depended on the individual characteristics of the personality of the teacher and the student, their basic level of training and motivation.

КЕСИПТИК КОМПЕТЕНТТҮҮЛҮКТҮН МАӉЫЗЫ ТУУРАЛУУ

The article analyzes the meaning of the concept of “professional competence” by revealing the concept of “competence”. The analysis of the works of scientists who conducted research on this problem is carried out. It is noted that competence includes knowledge and skills, and their integrated unity shows the complexity of competence. It is also noted that approaches to the formation of the competence of students in the educational process differ from approaches to the formation of the professional competence of graduates. Professional competence is more closely related to the professional qualifications of graduates. Recommendations on the structure of professional competence are proposed. Based on the results of the formation of these components, we can talk about the formation of professional competence.

Personality component of professional competence of future specialists in physical culture

The research is aimed at definition of the essence and content personality component characteristics of future specialists in physical culture, which is formed in higher educational establishments.
 Taking into account theoretical developments of researchers and our personal teaching experience, motivational gnoseological, creative and activity, personality components have been pointed out in the structure of professional competence of master students at physical culture secondary education, which is formed in higher educational establishments.
 Starting directives at structuring of professional competence of master students at physical culture secondary education lied in the fact that each component overall characterizes a certain feature, ability or capability of a person, which indirectly or directly determines effectiveness of a pedagogical specialist’s professional functions realization.
 It has been revealed that personality component of professional competence of future specialists in physical culture, which is formed in higher educational establishments, is determined by person’s capabilities that ensure effective professional activity in both higher educational and secondary education establishments.
 Focus has been shifted to the fact that effective activity of future professionals in the sphere of physical culture is feasible if professionally-important personal qualities have been formed.
 It has been substantiated that indices of professional competence personality ent of future professionals in physical culture are as follows: ability to empathy, communication and organizational skills, leadership qualities, and stress resistance.

PROBLEM OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS: DOMESTIC CONTEXT OF RESEARCH

The article, based on the analysis of scientific sources and the results of author’s own research, considers the problem of professional training in general and highlights the features of professional training of future teachers of mathematics in particular. It has been established that today there is a wide range of research on the solution of above-mentioned problematic issue, in particular, there is no ambiguity regarding the definition of the professional training of the future teacher. Ukrainian scientists consider professional training as: a purposeful process; a system of corresponding measures; a system of professional training; the goal and result of activity; the acquisition of professional education, as a set of special knowledge, abilities and skills already acquired by a person, as well as a personal achievement on the way to the formation of readiness for the realization of personality in the future professional activity. It was found that the essence of the concept of "professional training of a teacher" should be specified by the peculiarities of pedagogical activity, thus the differences in subject specialization should be accounted for, and, among the priority tasks of professional training, the formation of professional competence in future mathematics teachers is defined. The analysis carried out made it possible to formulate the following: the professional training of a future teacher of mathematics is a purposeful, specially organized educational process that ensures the achievement of the appropriate level of pedagogical and mathematical (subject) knowledge, abilities, skills, as well as the development of personal qualities of future specialists with the aim of forming in them a professional competence. In the structure of professional competence of future teachers of mathematics, key, basic and specialized subject competences, as well as mathematical, methodical, communicative, informational and psychological-pedagogical components are highlighted. It is substantiated that only a high level of development of each component can ensure the formation of professional competence of future specialists. It has been established that due to the modernization processes in education, special importance is now attached to methodical competence, which includes the teacher's assimilation of new methodical and pedagogical ideas, approaches to teaching mathematics. However, at present, all aspects of the problem cannot be considered to have been finally solved. Prospects for further research are outlined in the development of theoretical and methodological foundations of professional training of future teachers of mathematics in the conditions of graduate education.

Algorithmic competence of mathematics teachers as a component of professional competence

The article examines the concept of algorithmic competence, considers its role in the structure of professional competence of mathematics teachers. Ways of forming the algorithmic competence of future mathematics teachers are considered.

Развитие лидерства учителей как инструмент непрерывного развития в условиях повышения квалификации

The article’s content is based on the materials of an empirical study on the implementation of strategies for developing leadership competencies in the professional development of subject teachers. In this regard, the article presents practice-oriented material related to the analysis of the initial state of the ideas of Kazakhstani teachers about the spheres of influence of leadership on the quality of the school educational environment and its resources (questionnaire and survey results), describing the purpose of the developed educational program of the advanced training course to create a leadership environment in school, as well as strategies propaedeutically used in course preparation. The relevance of the article is due to the need to integrate new pedagogical thinking and activities to improve learning, teaching, and evaluation, which should be correlated with the motivated and consistent promotion of innovation by teachers, and requires their active and systematic research practice. The novelty of the research is thus realised in the article as a scientific and methodological justification of teaching subject teachers in courses (with continuation in post-course support), involving leadership resources in continuous professional and pedagogical development. The research results can be used in the practice of general secondary education (to analyze the initial state of formation and development of the leadership environment in school teaching), in the professional training of future teachers (to create and implement educational programs for the development of leadership competencies), in the professional development system (to monitor the needs of teachers in leadership, development of a post-course support system). The following conclusions are drawn from the research material. Creating a school leadership environment requires teachers’ leadership competencies in the structure of professional competence. The focus of continuous pedagogical development, especially in postgraduate education, is leadership. It includes tools for improving motivation, strategic thinking, vision, proactivity, and intellectual, human, and technological resources management. These tools should be comprehensively and consistently directed to the constructive change of teaching, teaching, and evaluation in the updated content of school education. It is necessary to start with such an organization of the educational process in which educational activities focus on the leadership manifestations of the teacher and students. Further, due to the expanding leadership, leadership needs and manifestations will be in demand in the extracurricular environment, the environment of mentoring teachers, stakeholders, and social partnership, which stimulates the creation of a school leadership environment.

INFORMATION TECHNOLOGY COMPETENCE AS A STRUCTURE-FORMING COMPONENT OF THE TRAINING OF FORESTRY SPECIALISTS

The article reveals the essence and component composition of informatics-technological competence as a structural component of the training of forestry specialists. The types of professional activity of forestry specialists are established: production-technological, organizational-management, scientific-research, design-construction. The specifics of the forestry engineer's professional activity are revealed. Based on the analysis of scientific sources, definitions of the concepts: "competence", "professional competence", "types of competence", "information", "technology", "information technology activity of a forestry engineer" "information technology competence of a forestry engineer" are given. Basic competencies are distinguished in the structure of professional competence of a forestry engineer: special, project-research, environmental, organizational-communicative, individual, informatics-technological. The specifics of the conditions for the implementation of production processes in the forestry industry are considered. Approaches to the concept of "informatics and technological competence" are revealed. The first of them characterizes the ability to use software and communication means of information processing (in this case, technology means a set of technical and hardware tools (computer equipment, communication lines, telecommunications devices, etc., which provides this process). The second approach is based on the application means of information and communication technologies in the professional activity of a specialist to solve production tasks (technology means a certain sphere of human activity).
 In the structure of informatics-technological competence, motivational-value, cognitive, functional-activity and reflexive components are distinguished. The motivational-value component consists of motives and value attitudes, which are characterized by personal interest in working with information sources, determine the need to study computer technologies from the point of view of their application in professional activities, and determine the motivated focus of the specialist on functioning in the conditions of the information environment. The cognitive component includes a set of such theoretical knowledge that reflects the intellectual development of the individual, such as an understanding of the unity and integrity of the scientific picture of the world, the presence of a system of methodological knowledge and categories, the ability to establish intra- and inter-subject connections regarding various scientific concepts and methods, etc. The functional-activity component, being aimed at the practical use of the acquired knowledge, reflects the active, active nature of competence and is a set of knowledge, abilities and skills necessary for independent implementation of information technology activities. The reflective component allows the individual to consider and adequately evaluate the results of the activity, showing the ability to consciously and independently implement and regulate the level of control of one's own development and personal achievements. Coordination of components with professionally important qualities of a specialist was carried out.

COMMUNICATIVE COMPETENCE OF EMPLOYEES OF ENFORCEMENT BODIES AND FEATURES OF ITS FORMATION

Background. The destabilization of the economy and the growth of social tension can be a cause of an increase in non-payments from the population. It leads to an increase in the burden on the bailiff service, whose work involves active interaction with the population in a stressful situation. Regardless of their position, employees of enforcement bodies carry out interpersonal communication with colleagues, parties to enforcement proceedings, management, and citizens.
 The research problem is in the lack of knowledge of the communicative component in the structure of professional competence of employees of enforcement agencies.
 Research method – theoretical analysis.
 Results. Based on the review of the literature, the authors identified the communicative competencies that bailiffs must possess for effective performance: key (intercultural and interdepartmental communication), basic (effective oral and written communication with different categories of citizens, involving the use of competent and polite language) and special (the ability to manage conflict with taking into account the ethics of business communication and current legislative norms) competencies. It is noted that the formation of the communicative competence of bailiffs should be carried out using psychological training and distance learning, while the communicative component of the professional competence of employees of enforcement agencies is closely related to its legal specifics.

PSYCHOLOGICAL FEATURES OF DEVELOPMENT OF PROFESSIONAL REFLEXIVE OF FUTURE PSYCHOLOGISTS

The article analyzes the professional reflection in the structure of professional competence, as a result of the training of future psychologists, that includes the readiness of the psychologists to evaluate and self-assess professional activity and the results obtained, to make timely adjustments to professional activities, to carry out analysis and forecasts. It is determined that in the professional activity of the psychologist’s intellectual, cooperative, social-perceptual, personal and communicative types of reflection are presented. Reflection carries out design, organizational, communicative, semantic, motivational, corrective functions. Reflexive skills that are characterized by generalization, possessing the property of transfer, and promote the development of other types of skills, provide self-regulation activities and interaction, self-improvement and self-development of the psychologist’s personality. In the process of reflection the self-knowledge, self-development and self-regulation of personality are provided. Reflection involves self-control, consciousness of action. The professional reflection of a qualified specialist in the field of practical psychology is multidirectional, coregent and multi-level, is considered as an ability that ensures the formation of the skill of systematic analysis with further creative activation of one’s professional activity and therefore requires purposeful formation. In the concept of professional development of the psychologists, reflection is seen as a means of solving intrapersonal contradictions, the cause of which is inconsistency between “I-real”, “I-ideal” and “I-reflexive”. The result of personal reflection is the “image of me” of the psychologist as a generalized system of representations of the subject about itself, formed as a result of the processes of awareness of itself in three complementary systems: in the system of professional activity, in the system of professional communication and in the system of personal development. The systematic exercise of reflexive activity by the psychologist helps to establish its professional competence. That is why future psychologists need the formation of professional reflection of already while studying in a higher educational institution, in order to develop and improve them during their professional activities.