System Of Postgraduate Education Research Articles

СТОМАТОЛОГИЧЕСКОЕ ОБРАЗОВАНИЕ В ПРИАРКТИЧЕСКИХ СТРАНАХ

The structures of dental education in near-Arctic countries and regions at all levels are considered and the place of the pedagogical component is increased in them. It was noted that the actively functioning structures of additional vocational education (DPO) in 8 countries of the Arctic Council (Denmark, Iceland, Canada, Norway, the Russian Federation, the USA, Finland, Sweden) determine the dynamics of the assimilation by practicing dentists and maxillofacial surgeons of the use of the latest high-tech technologies, and in recent decades also a complex of humanities, primarily psychology and sociology. This increases the role of the pedagogical component in the system of their professional training of dentists and maxillofacial surgeons; the experience of organizing training processes in this direction is also in demand by the structures of domestic dental education. Its parameters are characterized taking into account the specifics of the Arctic zone, including ensuring the health of teeth and oral cavity of representatives of small indigenous peoples; problems of staffing of dentists and maxillofacial surgeons and improvement of their qualification level are analyzed. Due to the coordination of educational and research activities, the postgraduate education system is characterized by the transfer of the latest skills and techniques in dental education.

An Exploration of the Internal Quality Assurance System of Postgraduate Education in the UK

Universities in the UK are primarily responsible for the quality of postgraduate education. Through in-depth research on the educational quality assurance organization system, educational quality assurance process and educational quality assessment and feedback system of graduate students in British universities, it is found that universities in the UK provide all-round guarantee for the training of graduate students, forming a top-down quality assurance organization, diversified guarantee methods and student-oriented guarantee concept.

Континуальність та суб’єктність як особливості формування готовності вчителів початкових класів до роботи з обдарованими учнями

The article highlights the peculiarities of forming primary school teachers' readiness to work with gifted students in the system of continuing teacher education. The phenomenon of «formation of primary school teachers' readiness to work with gifted students in the system of continuing pedagogical education» is considered as a process of acquiring by primary school teachers the motivational and value orientations, knowledge, skills, professional and personal qualities necessary for working with gifted students in the system of higher pedagogical education and improving them in the system of postgraduate pedagogical education on the basis of continuity, continuity and perspective. The peculiarities of forming the readiness of primary school teachers to work with gifted students are as follows: 1) the continuity of the relevant teacher training at the bachelor's and master's levels and in the conditions of scientific and methodological work, which is due to the determining role of the teacher in the formation of the personality of gifted primary school students; 2) recognition of the conceptual goal of this training as the formation of the teacher as a subject of professional and pedagogical activity aimed at developing the giftedness of primary school students, since primary school age is sensitive to the development of intelligence and creativity as systemic components of giftedness. It has been established that the concept of «continuity» is interpreted as continuity, the absence of divisibility into fragments. It is substantiated that the continuity (continuity) of the formation of primary school teachers' readiness to work with gifted students is ensured through the implementation of the principles of continuity and perspective in the goal (formation of a teacher as a subject of work with gifted students, capable of professional and personal self-development), content (as an organic unity of blocks-directions aimed at forming motivational, cognitive, activity and reflective-personal components of the studied readiness in primary school teachers), methods and forms (traditional and innovative). In the context of the study of the problem of forming the readiness of primary school teachers to work with gifted students, the subjectivity of the teacher is considered as an essential property of the personality, which is manifested in the attitude to oneself as a subject of one's own professional activity with gifted students and the attitude to gifted students as subjects of their own activity, which ensures the recognition of the gifted student as the main subject of learning and initiates the creation of favorable conditions for the disclosure of the potential of the student's individual giftedness, his/her self-development.

DEVELOPMENT OF PROFESSIONAL EDUCATION OF CHILDREN'S LEISURE ORGANIZERS IN THE THEORY AND PRACTICE OF PEDAGOGICAL ANIMATION

The article offers a description of the possible content and methods of training specialists in the organization of children's and youth leisure, receiving education at a pedagogical university. The technology for organizing professional training of a teacher as an organizer of children's leisure presented in the article reflects the contextual specificity of such training in professional pedagogical education and is manifested at all levels of implementation of the conceptual model of pedagogical animation. The theoretical principles and conclusions contained in the article can be used for scientific and technological support of the process of training teachers and organizers of children's leisure in the system of higher and postgraduate professional pedagogical education, taking into account regional characteristics and the processes of its modernization.

Competency-Based Medical Education at Scale: A Road Map for Transforming National Systems of Postgraduate Medical Education.

In the past decade, the Canadian system of postgraduate medical education has been transformed with the implementation of a new approach to competency based medical education called Competence by Design. The Royal College of Physicians and Surgeons of Canada (Royal College) developed an approach to time-variable competency based medical education and adapted that design for medical, surgical, and diagnostic disciplines. New educational standards and entrustable professional activities consistent with this approach were co-created with 67 specialties and subspecialties, and implementation was scaled up across 17 universities and over 1000 postgraduate training programs. Partner engagement, systematic design of workshops to create discipline specific competency-based standards of education, and agile adaptation were all key ingredients for success. This paper describes the strategies applied by the Royal College, lessons learned regarding transformative change in the complex system of postgraduate medical education, and the current status of the Competence by Design initiative. The approach taken and lessons learned by the Royal College may be useful for other educators who are planning a transformation to CBME or any other major educational reform.

THE STAGES OF IMPLEMENTATION OF THE TEACHER'S DIGITAL COMPETENCESELF-ASSESSMENT TOOL IN THE CONTEXT OF PROFESSIONAL DEVELOPMENT

The article highlights the development and steps of implementing a tool for self-assessment of digital competence of a teacher based on the experience of domestic specialists in the period of 2020- 2023. An analysis of approaches to the development of a self-assessment tool in the international educational community is carried out. Approaches to compiling a survey questionnaire based on the Digital Competence Framework for Educators (DigComp 2.1) are substantiated. The stages of development of a self-assessment tool for the teacher's digital competence are presented: development, improvement, implementation. The procedure for conducting the survey over four years is described. A block diagram of the creation and implementation of a teacher's digital competence self-assessment tool is presented. The principles that contributed to obtaining reliable data during the self-assessment of a teacher's digital competence are substantiated and presented. It is proved that the self-assessment tool of the teacher's digital competence should contain elements of identifying the degree of readiness to use ICT by teachers and educational institutions, which contributes to the development of recommendations and finding solutions to overcome existing problems. The concept of the readiness of teachers to use the tools of the information and educational environment for the implementation of educational activities in quarantine conditions is defined. The main indicators obtained during the all-Ukrainian survey of teachers in the system of general secondary education were analyzed, and the dynamics of the development of digital competence of teachers were revealed. The main content of methodological recommendations for postgraduate education, developed on the basis of the approbation of the self-assessment tool, is presented. The scientific novelty of the presented research lies in the discovery of new approaches, the development of principles and forms of self-assessment of the teacher's digital competence in the conditions of restrictions caused by the long quarantine and wartime in the country. The conclusions regarding the further use of the teacher's digital competence self-assessment tool in the system of postgraduate pedagogical education are substantiated. Prospects for further research are outlined.

Analysis of factors influencing doctors' awareness of clinical guidelines for heart failure treatment

Aim. To find out the relationship between the awareness level of clinical guidelines on heart failure (HF) with reduced ejection fraction and a number of professional characteristics (specialty, work experience, self-assessment of awareness level, attitude towards the use of guidelines, the main way of document study). To improve the efficiency and development of the postgraduate education system, the factors that influence doctors' awareness of guidelines should be determined.Material and methods. The study included the results of an anonymous survey of 207 doctors (155 cardiologists, 44 therapists, 8 doctors of other specialties). To assess the significance of differences, Student's t-test, c2-test and Fisher's exact test were used.Results. The mean number of correct answers to the questionnaire among cardiologists was significantly higher than among general practitioners (p<0,001). In the group of physicians with less than 5 years of work experience, there was a large variability in the mean number of correct answers — 6,2±4,0. Physicians with 6-10 years and 11-20 years of experience in their specialty were more likely to choose the correct answers than doctors with more than 20 years of experience. Professionals who considered themselves "fully informed" on clinical guidelines gave fewer correct answers than doctors who had less high self-rating (p<0,001). The proportion of correct answers in the subgroup of doctors who consider guidelines to be mandatory was greater than in the subgroups of doctors who hold a different opinion (p<0,05). The best results were shown by physicians who indicated direct text-oriented way as preferred for studying guidelines (p<0,001).Conclusion. The awareness level of clinical guidelines on the treatment of HF by cardiologists should be considered insufficient, and by therapists — extremely low. Doctors are not sufficiently informed about the need to comply with clinical guidelines. When planning training, the specialty and work experience of the doctor should be taken into account. Unjustifiably high self-rating of knowledge interferes with professional development. The best way of self-education should be considered direct study of the text of clinical guidelines.

Individual trajectory of professional improvement of a teacher: results of scientific research

The article presents the results of scientific research aimed at studying theoretical research and practical solutions focused on the design and implementation of the individual trajectory of professional improvement of teachers. The purpose of this article is to outline theoretical approaches and practical solutions for the professional improvement of teachers in the system of postgraduate pedagogical education. The task of the article is to clarify the meaning of the concepts of "professional improvement of the teacher" and "individual educational trajectory" based on the analysis of domestic and foreign researches; identify key contradictions in the practice of designing and implementing the individual educational trajectory of professional improvement of teachers in the system of postgraduate pedagogical education; determine the directions of further scientific research in theory and practice. As a result of the research, leading approaches to the professional development of teachers were clarified; clarified the content of the key concepts "professional improvement of the teacher" and "individual educational trajectory"; outlined the results of a number of experimental researches, including in the system of postgraduate pedagogical education in Kyiv.. Based on the analysis, the directions of further scientific research have been determined, which will focus on the theoretical justification and experimental verification of the model of designing the individual trajectory of the professional improvement of teachers, the development and testing of tools for individualization of professional improvement in the system of postgraduate education.

PROFESSIONAL DEVELOPMENT OF HISTORY AND CIVIC EDUCATION TEACHERS IN UKRAINE: PROBLEMS AND PROSPECTS

The article examines the development of civic competence of history and civic education teachers in the system of in-service training as a necessary condition for the development of civil society in Ukraine. The purpose of the study is to analyze the system of in-service training of history and civic education teachers in postgraduate education and their perception of their professional development process, as well as to reveal the main aspects of motivation to improve their skills and develop the civic competence of history and civic education teachers. It is shown that anthropologism as a scientific concept that considers the individual as a subject of educational activity and social relations, recognizes a person as a complex system that develops itself according to internal and external laws, is of methodological importance for in-service training in the system of postgraduate education. In the course of the study, the methods of observation, oral communication and analysis were used. The problems and difficulties of cross-cutting civic education in the educational process and the subject area of each of the subjects taught in general secondary education institutions are shown. The study has shown that the vast majority of history and civic education teachers are eager to acquire new knowledge, are well aware that professional development can contribute to profound changes in teaching if it is based on classroom practice, is continuous and is carried out in collaboration with other teachers. The vast majority of teachers understand that when they learn and develop their own competencies, they transform their knowledge into practice for the benefit of their students’ development.

Research on professional competences of pharmacy specialists and analysis of the possibility of their development in the system of postgraduate education of pharmacists

Research on professional competences of pharmacy specialists and analysis of the possibility of their development in the system of postgraduate education of pharmacists

Knowledge and technology transfer in the professional skill development system.

The development of the specialists’ professional skills in all industries in Ukraine is an urgent need today to provide these industries with highly skilled staff. The use of a wide range of knowledge and technology transfer in the system of educational services of institutions of professional pre-, higher and postgraduate education contributes to the attractiveness of these educational institutions and requires the professional growth of scientific and pedagogical staff for the quality provision of educational services. Their use of various forms of knowledge transfer will ensure their professional growth, which, in turn, will have a personal, educational, scientific, professional and practical impact on the development of professional skills of applicants at all levels of education. A comprehensive approach at the stage of formation of readiness for professional activity and directly in the process of professional activity of specialists creates a complex system of integration of knowledgeable and competent approaches that allow getting information about the actual level of activity capability and play an important role in professional growth through the transfer of knowledge and the use of modern educational technologies. It should be emphasized that the appropriate education contributes to the development of abilities, knowledge, skills, experience and competencies. All this with the acquisition of professional education and life experience creates the background for the development of the specialist’s professional skills. Thanks to modern approaches to the development and organization of the postgraduate education system, good conditions have been created for the wider innovative application of knowledge and technology transfer under the prism of educational, professional, interdisciplinary and multicultural integration within the framework of continuing professional education. The cooperation of customers, applicants and providers of educational services of pre- and postgraduate education, will allow them to reach a much higher level of training. Active cooperation of all participants in the educational process and cooperation with employers in the field of knowledge and technology transfer, provide additional opportunities for creating conditions for the development of professional skills of specialists.

DEVELOPMENT OF THE SUBJECT-METHODICAL PROFESSIONAL COMPETENCE OF SECONDARY SCHOOL TEACHERS-PHILOLOGISTS

The article examines the problem of developing subject-methodical professional competence of teachers of Ukrainian language and literature, foreign literature in the context of STEM education. Emphasis is placed on the relevance of language and literature school disciplines to STEM education. This is important for a teacher to participate in the formation of STEM competencies during language and literature lessons defined by the Concept of the Development of Science and Mathematics Education. The author considered forms of work on the formation of subject-methodical professional competence of teachers of Ukrainian language and literature, and foreign literature in the context of STEM education in the system of postgraduate pedagogical education. The content of such activities during advanced training courses is specified. There is a list of literary works in the article, which is advisable to work effectively on the formation of STEM competencies. The author defined topics of school programs and examples of tasks based on some works of the course «Ukrainian literature», and the integrated language and literature course «Ukrainian language, Ukrainian literature, Foreign literature», based on which it is advisable to form STEM competencies: cognitive skills, scientific literacy; information processing skills, creativity – qualities that contribute to the creativity of education seekers; the ability to make creative functional decisions, innovativeness; communication skills - effective teamwork, ability to be a leader and executor, etc. Consideration of the problem of the development of the subject-methodical professional competence of teachers of the Ukrainian language and literature, foreign literature in the context of STEM education will contribute to the improvement of the process of improving the qualifications of teachers of philological disciplines and teachers' awareness of the importance of combining the efforts of participants in the educational process in the formation of the necessary competencies of schoolchildren, stimulates inquisitiveness and supports the interest in education of students, forms in students a scientific worldview, the ability to perceive, analyze, interpret, and critically evaluate information.

The Role of Scientific and Methodological Support for the Professional Development of Teachers in the Context of Reforming Basic Secondary Education

This article discusses the state of scientific and methodological support of teachers, which is aimed at implementing the tasks of reforming basic secondary education on the basis of the Concept of «New Ukrainian School».
 The presented material is based on the results of the analysis of scientific, methodological and innovative activities of institutions of postgraduate pedagogical education, aimed at improving the system of quality assurance of education and professional growth of the teacher.
 Taking into account the changes in the content of education, the practical implementation of student-centered learning, the introduction of innovative pedagogical technologies into the educational process, it is indicated how the professional formation of a teacher in the system of postgraduate education is practically ensured. On the basis of the study, the authors determine the organizational and pedagogical conditions for improving the process of professional growth of teachers in the system of postgraduate pedagogical education, as a factor in increasing their competitiveness.
 The role of the system of postgraduate pedagogical education, as a system of adult education, in improving the process of professional growth of a teacher is disclosed. It is noted that the system of postgraduate pedagogical education, under the influence of socio-economic changes that take place in society, ensures the continuous professional development of teachers and their mastery of competencies that are closely related to the implementation of their professional pedagogical activities and the transition to a new quality of education.

Postgraduate education methodology for foreign language teachers' assessment competence development in higher military educational institutions

Ukraine's tendency to achieve compatibility with the standards of NATO member states, in particular as a result of Russian aggression against Ukraine, raises the issue of developing the diagnostic competence of foreign language teachers in higher military educational institutions. After all, the ability of foreign language teachers in higher military educational institutions to effectively assess the levels of foreign language communicative competence of military personnel allows them to respond promptly to problematic issues in their language training and change training strategies following the needs of the Armed Forces. Therefore, the study aims to reveal the essence of the methodology of adaptive development of foreign language teachers' diagnostic competence in the system of postgraduate education. To achieve this goal, several theoretical (analysis, synthesis, systematisation of scientific psychological, pedagogical, methodological literature) and empirical (observation, comparison, description) methods were used. Adaptive learning technologies are proposed, which allow studying the educational material with the help of adaptive algorithms for each student, according to knowledge, skills, and personal learning needs, i.e., through the adaptive presentation of the educational material of the author's remote special course. The stages of implementation of the author's methodology for adaptive development of diagnostic competence of foreign language teachers in higher military educational institutions are highlighted. The specifics of the methodology of adaptive development of diagnostic competence of foreign language teachers are revealed, considering their diagnostic activities in the system of military education. The authors' developed methodology for the adaptive development of diagnostic competence of foreign language teachers in higher military educational institutions contributes to the actualisation, systematisation and deepening of their theoretical diagnostic knowledge, and improvement of practical diagnostic skills and abilities that form the basis for the development of their diagnostic competence. The practical significance of the study lies in the possibility of applying its results to improve the qualifications of foreign language teachers at higher military educational institutions

FOREIGN EXPERIENCE OF TEACHING STAFF QUALIFICATION IMPROVING

The article is devoted to the problem of training teaching staff in the USA. It is noted that today in the USA considerable attention is paid not only to the training of teaching staff, but also to the improvement of their qualifications in the postgraduate education system. The purpose of the article is to reveal the features of professional development of teaching staff in the US postgraduate education system. Research methods: study of American scientific literature, analysis, systematization, concretization, generalization of the obtained data. Improving the qualifications of teaching staff is coordinated by the relevant bodies of the country. Thus, the Ministry of Education is a state body responsible for the implementation of government policy in the country on a wide range of issues in the field of education. Its composition, along with other subdivisions, includes: the National Center for Education Statistics, the National Council of Pedagogical Research, the National Institute of Education, the Department of Education, the Fund for the Improvement of Higher Education, the Bureau of Professional Development of Pedagogical Personnel. The main unit dealing with issues of retraining and professional development of teaching personnel in the USA is the Bureau of Professional Development of Pedagogical Personnel. The Bureau is headed by a chairman appointed by the Minister of Education of the country, usually from among specialists in the field of higher education who have an impeccable reputation and extensive experience of practical work in this field. In addition to the Ministry of Education and the Bureau of Professional Development, which reports to it, there are other federal state and public institutions that deal with problems of professional development, but they are not subordinate to the Ministry of Education. The study of scientific sources makes it possible to formulate the main principles on which the system of improving the qualifications of teachers in the USA is built today and will, according to the leaders of educational policy, be built in the future: continuity; focus on the variety of forms and technologies of professional development and personal development; participation of various categories of teaching staff in determining policy in the field of professional development; unification of all parties interested in the professionalism of teachers; recognizing the priority of education and increasing the prestige of the teaching profession in society; relationship between the system of professional development and the system of pedagogical education; focus on the optimal combination of special subject knowledge with professional and pedagogical knowledge and skills; professionalism, competence; focus on the use of research methods for improving the qualifications of teachers, on the development of their creative potential and initiative.

Обучающие симуляционные курсы в системе последипломного образования врачей

Даются оценка и анализ программ постдипломной подготовки кадров высшей квалификации «Актуальные вопросы неотложной помощи в педиатрии с обучающим симуляционным курсом», реализуемых на кафедре пропедевтики детских болезней, поликлинической и неотложной педиатрии Астраханского государственного медицинского университета. Демонстрируется востребованность подобных программ практическим здравоохранением, их практикоориентированность. Обсуждается значение симуляционного обучения для повышения качества образования, отработки и закрепления практических навыков, необходимых для оказания неотложной помощи детям разных возрастов, готовности врачей-педиатров решать профессиональные задачи диагностики различных жизнеугрожающих состояний, лечения на догоспитальном этапе. An assessment and analysis of postgraduate training programs for highly qualified personnel “Actual issues of emergency care in pediatrics with a training simulation course” implemented at the Department of Propaedeutics of Childhood Diseases, Polyclinic and Emergency Pediatrics of the Astrakhan State Medical University are given. Demonstrates the demand for such programs in practical healthcare, their practice orientation. The importance of simulation training for improving the quality of education, developing and consolidating the practical skills necessary for providing emergency care to children of different ages, the readiness of pediatricians to solve professional problems of diagnosing various life-threatening conditions, prehospital treatment is discussed.

УПРАВЛЕНИЕ РИСКАМИ В ОРГАНИЗАЦИИ ВЫСШЕГО И ПОСЛЕВУЗОВСКОГО ОБРАЗОВАНИЯ ПРИ РЕАЛИЗАЦИИ ОНЛАЙН-ФОРМАТА ОБУЧЕНИЯ НА ПРОГРАММАХ ПОДГОТОВКИ МАГИСТРОВ И ДОКТОРОВ ДЕЛОВОГО АДМИНИСТРИРОВАНИЯ (MBA И DBA)

In the presented article, the main results of the study on the necessity and specifi cs of risk management in the implementation of postgraduate business education in a distance format are presented for consideration. The author considers factors that increase the uncertainty of the external environment of organizations of higher and postgraduate education, the infl uence of these factors on the process of making managerial decisions and its eff ectiveness. In addition, the applicability of international practices and approaches to risk management in the system of higher and postgraduate education is determined. General and specifi c risk groups are established that arise precisely in the distance education format, where appropriate, tools for monitoring or reducing the impact of uncertainty that can cause these risks are proposed. The paper provides a classifi cation of risks, which, in the author’s opinion, quite fully structures the main risks associated with higher education in general, business education and distance learning in articular. In the article, the author gives his practical experience of adapting the international standard to postgraduate distance business education programs, including in the absence of a formalized risk management system in the organization of higher and postgraduate education in which these programs are implemented.

SOME ASPECTS OF THE POLICY AND SYSTEM OF INTERNAL QUALITY ASSURANCE OF EDUCATION

Currently, ensuring and improving the quality of education has become a priority and relevant direction in the system of higher education and postgraduate education. In this regard, the internal quality assurance policy and system, as one of the components of the national quality assurance model, plays an incredibly important role in the university's activities. It is a systematic approach to the management, control and continuous improvement of all aspects of university activities, aimed at achieving high standards of education, research, administrative processes and other key functions of the university. Quality assurance within the university has a positive impact on all participants in the educational process, including students, teachers, administrative staff and researchers. This descriptive work provides a brief analysis of the research results that show the importance of the internal quality assurance system of universities in the development of an institutional culture of quality, in continuous improvement and innovation in the field of education. The important and key issues of building the policy and internal quality assurance system of the university are considered. The main aspects of the policy and culture of ensuring the quality of education are disclosed.

Болашақ бастауыш сынып мұғалімдерінің жеке білім беру траекториясын жобалау

Жоғары және жоғары оқу орнынан кейінгі білім беру жүйесіндегі жаһандық өзгерістер қоғамдағы ғылым мен мәдениеттегі және тұтастай алғанда постиндустриалды тенденциялардың талаптарына сәйкес келетін оқу процесін ұйымдастырудың жаңа тәсілдерін ұсынады. Сондықтан жоғары оқу орындары білім алушылар үшін білім беру процесінде өзін-өзі тәрбиелеуді, дербестікті және өзін-өзі анықтауды таңдау үшін қажетті жағдайлар жасауға үлкен мән береді. Мұндай жағдайларды жасау кәсіптік білім берудің жеке траекторияларын іске асыру кезінде мүмкін болады. Болашақ бастауыш сынып мұғалімдерінің жоғары кәсібилігі тек кәсіби дайындық деңгейіне ғана емес, сонымен қатар білім алушылардың жеке ерекшеліктерін ескере отырып, өздерінің кәсіби және жеке қажеттіліктері мен мүдделерін қанағаттандыру мүмкіндігін қаншалықты үйрететініне байланысты. Ғылыми-педагогикалық әдебиеттерді талдау, практика нәтижелері білім алушылардың білім берудің жеке траекторияларын әзірлеу және іске асыру ұйымдық, құқықтық және ақпараттық тұрғыдан жеткіліксіз қамтамасыз етілгенін көрсетеді. Білім алушылар білім беру траекторияларын таңдауда және іске асыруда белгілі бір қиындықтарға тап болады. Білім алушылардың жеке білім беру траекториясы өзінің зияткерлік және жеке әлеуетін іске асыру жолы ретінде; білім беру мүдделері мен қажеттіліктерін еркін таңдау және қанағаттандыру құралы ретінде; дамудың жоғары деңгейіне қол жеткізу мүмкіндігі ретінде айқындалады. Зерттеу барысында жоғары және жоғары оқу орнынан кейінгі білім алушылардың жеке білім траекториясын тиімділікпен құрылуына тікелей байланысты екендігі ескеріліп, болашақ бастауыш сынып мұғалімдерінің жеке білім траекторияларын педагогикалық жобалаудың жетекші тенденциялары (даралау; субъективтіліктің жоғарылауы; сызықтық емес; ұтқырлық; полифурационизм) анықталды.

DEVELOPMENT OF TEACHERS ` PROFESSIONAL COMPETENCE IN THEORETICAL TRAINING OF VOCATIONAL EDUCATION INSTITUTIONS IN THE SYSTEM OF ADULT EDUCATION

The article highlights the problems of developing the professional competence of teachers of vocational education and training. After all, the teachers` professional competence is the main determinant in the training of a competitively capable, socially mature, and hardworking employee, a citizen of Ukraine. It is emphasized that the development of teachers` professional competence in vocational education institutions will be effective if the system of continuous postgraduate education is functioning. The system of continuing postgraduate education is a complex system that unites, respectively, independent subsystems that retain their goals and objectives, specific features. Each of these subsystems is aimed at achieving a common goal - the development of teachers` professional competence.