ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНО-ТРУДОВОГО ОПЫТА СТУДЕНТА В ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЯХ ВЫСШЕГО ОБРАЗОВАНИЯ

The article describes and analyzes modern aspects and approaches to the definition of extracurricular activity. Its system, forms, content and functions were considered in this article and its structure was also analyzed. It is stated that the purpose of extracurricular activity is to prepare the student to perform his/her professional duties in the future, to overcome the language barrier and to socialize with crew members by means of communication. Significant time in the student's pastime is occupied by classroom activity, such as lectures and seminars, practical or laboratory classes, but it is extracurricular activity that gives students the opportunity to implement their knowledge and acquire new ones through self-education. The relevance of the presented material is about to the needs in additional hours of future maritime transport specialists allocated for the formation of foreign language communication during their studying for direct adaptation, socialization and professional communication during their marine practice and professional activity in the future. As well as increasing the requirements for professional foreign language communication of maritime transport professionals under modern conditions of competition in the labor market, which leads to the renewal of the system of professional culture. Extracurricular activity is a form of student's social work. The article reveals the role of extracurricular activity and the opportunities in the formation of communicative culture of future seamen. Extracurricular activity plays a role in improving the professional communication skills of the future maritime transport specialist. The priority in higher education institutions is given to classroom work, during which hard skills are formed and developed. The importance of extracurricular activity is becoming very important just recently due to the requirements of employers to develop soft skills that can be developed through foreign language communication. It is defined that extracurricular activity helps to increase students' interest in the chosen field of activity, to develop independent work and selfdevelopment, which stimulates the desire for a professional approach and creative search.

Formation and development of pedagogical reflection in the process of professional development of the future teacher of preschool education institutions to the needs of societyto become creative, able to take personal responsibility not only for the results of their professional activities, for their physical, mental and social health, the formation of the life competence of children of preschool age, but also for their professional self-realization and self-training, the personality of the future professional. The solution of this problem allows us to form, disclose and realize the ability of the future teacher of preschool education to forecast, design, implement and analyze their professional and quasi-professional activities. Analysis of the scientific foundation has allowed, in the broadest terms, to characterize reflection as a mirror, research of the cognitive act, a source of special knowledge, when observation is directed to the internal actions of consciousness; as a person’s ability to self-analyze, understanding and rethinking their subject-social relations with the outside world and as a necessary component of the developed human intelligence. Pedagogical reflection in modern studies is understood as self-analysis by a teacher of his professional activity, behavior, personal and professional experience, is considered in the context of intellectual and communicative processes, and therefore, is characterized by a combination of knowledge, action and experience. They are characterized by specific features that allow to reveal certain aspects of the future teacher’s reflective activity, and at the same time are interrelated and interdependent. The article highlighted the criteria and described the levels of formation of pedagogical reflection of future teachers of preschool education institutions (reproductive, analytical, prognostic, philosophical and constructive) and gave them a qualitative characteristic. The article suggests the forms, means and methods of organizing the educational process of the institution of higher education, contributing to the formation and development of the abilities of the future teacher of the preschool education institution for pedagogical reflection.

Justification of the study objectives: Due to the modern demands of the labour market, the reform of the Russian education system requires serious changes, both in the specialists training system and in process of their direct activities. In particular, professional training of students with different levels of preparation and specialization requires it.Goal of research: to identify features of professional motivation that determine process of professional future self-realization of students with different levels of education.Research method: ascertaining psychological pedagogical experiment.Research result: the motivational core structure of educational professional motivation of students with different levels of education, which features a certain hierarchy of education motives mediating the process of future professional self-realization.Main conclusions and their significance: the study revealed features in the structure of the motivational core of educational and professional motivation of students of different levels of education. This is due to age characteristics, social situation and professional experience. The data of the conducted research can be useful in the implementation of effective psychological and pedagogical support of students of various educational institutions receiving professions of humanitarian orientation, as well as young professionals. In order to harmonize motives in the hierarchy of motivation and increase the level of their professional self-realization.

Annotation. For the formation of professional competencies and competencies of future doctors, the article highlights the feasibility of implementing innovative technologies, forms, and methods of teaching in the educational process of medical institutions of higher education. The study involved 95 applicants from the medical faculties №1 and №2, 2nd year of Vinnytsia National Medical University. E. Pirogov from the course “Emergency Medicine”. The method of “Mental Map” on a given topic has been using independent work of students in a “small group” and individual and collective work with the choice of the following roles: “leader”, “advisor”, “assistant”, “observer”. A new form of work has been used in Google presentations with a large volume of topics: the applicant-physician must formulate the answer to the question prescribed by the teacher during the lesson. The advantages and disadvantages of using a PowerPoint and Google presentation are highlighted. The importance of innovative training in the process of forming professional competencies of future doctors is substantiated. The innovativeness of teaching methods in the aspect of the relationship between teachers and applicants for medical institutions of higher education had characterized. The question of the future, a competent doctor who has a piece of sizeable baggage of knowledge, skills, and abilities in professional activities, who is in a complex, emergency, unusual situation, will quickly and independently make a decision. As a result of this work, it had found that when using the method of “Mental Map” in the educational process of higher education, 80,0% of future female doctors are ready for new innovative approaches in the discipline “Emergency Medicine”, while 71,4% of male negative reacted to the innovation. Also, 80,0% of female applicants agreed to use the method of “Mental Map” in the learning process after each lesson, and 69,0% agreed twice during the course, 94,7% of medical applicants for a large amount of theoretical material proposed to assess the level knowledge with Google Presentation. Therefore, the use of the latest innovative teaching methods should be aimed at the quality acquisition of knowledge, skills, and abilities of students.

SEPTEMBER 2014 PLACEMENT ADS

Problem Statement: Kazakhstan is one of the first countries among post-soviet countries who started to reform psychological education. But graduates of psychological departments dont see real opportunities for professional self-realizationResearch Questions: It actualize the problem of quality of professional training among young psychologists and initiate interest of researchers to various aspects of development of their readiness to professional activityPurpose of the Study: Study the main determinant defining development of readiness for professional activity among future psychologists.Research Methods: Questionnaires: "Psychosocial potential of readiness for professional activity of the expert psychologist" "Diagnostics of professional identity of students psychologists" "An orientation on professional self-realization" "Satisfaction with the chosen profession" "Motivation of achievement of professional success" "Technique of research of temperament of the identity of students" "Technique of research of level of a psychological maturity of the personality".Findings: The findings of the present study allowed to allocate the components of readiness of future psychologists professional activity: psychosocial readiness for professional activity, professional identity, orientation, motivation, temperament, psychological maturity.Conclusions: Thus, psychosocial readiness for professional activity, professional identity, an orientation on professional self-realization, professional motivation, properties of temperament and a psychological maturity are the main determinants of development of readiness for professional activity in future psychologists.

There are many complex decisions that must be made among the board of governors within institutions of higher education. Recent headlines on the decisions of trustees regarding campus closures and consolidations, program cuts, and presidential appointments have put a spotlight on the individuals responsible for making such decisions. This study examined how trustees of public 4-year institutions in the state of West Virginia perceive the value of their professional backgrounds and experiences in fulfilling their governance responsibilities. Using an explanatory sequential design, this study investigated how trustees’ professional experiences shape their decision-making processes through the theoretical lenses of sensemaking theory and Bolman and Deal’s organizational frames. This study specifically explores what professional experiences trustees highlighted as most important to decision-making in the trusteeship, and what gaps in knowledge that trustees perceive for themselves in their higher education roles. Key findings reveal that trustees used a variety of mindsets, informed by their professional background and experiences, to interpret and frame their governance decisions. This research identifies specific professional experiences that contribute to trustees’ perceived efficacy in the role as trustee, as well as specific knowledge gaps within their higher education roles. This study contributes to the existing scholarship on trustees by providing practical insights into how trustees’ professional backgrounds and experiences influence their sensemaking processes and decision-making approaches. These findings offer valuable implications for trustee selection, orientation, and development of the trustees of West Virginia’s public institutions of higher education.

Abstract. This article examines the theoretical aspects of foreign language communicative competence in students of higher medical education. The study analyses the concepts of «communication», «linguistic communication», «foreign language professional communication», and «foreign language communicative competence». It is emphasized that the development of medicine and national healthcare systems requires the application of advancements in medicine from other countries. In this context, proficiency in a foreign language and the ability to communicate with international specialists play a crucial role. Therefore, foreign language communicative competence is an essential component of the professional competence of future medical practitioners. Foreign language communicative competence is defined as an integrative personal and professional quality that determines a specialist’s ability and readiness to creatively address practice-oriented and communicative tasks within their professional activity and foreign language professional communication. The foundation of foreign language communicative competence is foreign language professional communication, understood as a system of communicative norms, skills, and strategies that enables effective use of a foreign language for professional communicative activities, participation in international projects, continuation of studies abroad, and engagement in scientific research. Teaching foreign languages for professional purposes at higher medical education institutions ensures the development of the necessary communicative capacity in both oral and written forms of professional communication. It equips students with practical language skills across various types of speech activity to the extent required by professional needs and facilitates access to the latest professional information through foreign language sources.

This article discusses some features of the process of forming professional competencies based on the planning, organization and management of independent work of students. The author reveals the experience of working on the formation and development of professional competencies in new conditions. At the same time, the main emphasis is on the creative work and motivation of the student. Independent work of a student is an integral part of the training of qualified specialists in higher educational institutions. A feature of modern professional training of students is the predominant nature of individual and independent work. The materials of the article and its conclusions can be useful for students, teachers, postgraduates and researchers interested in the problems of the formation of professional competence and independent work of correspondence students.

The article examines personnel techniques used at organizations as a way to improve the performance indicators of the employees’ professional activities. There were considered strategies designed to improve the rational use of human resources in an organization in order to effectively influence the activities of the organization as a whole. The article used methods of generalization, analysis, synthesis, systematization of theoretical data, deduction and induction and abstraction. The result of the study shows that in modern times, human capital management is one of the most important areas in a company’s activities, as it ensures economic success. Consequently, the selection of more talented and qualified personnel capable of achieving high production results is the main task of human resource managers. The article researched the factors influencing effective personnel policy. Based on the new approach, it was revealed that for the purpose of successfully solve the tasks set by the organization, people with certain abilities and professional experience are needed. This means that talented specialists should first of all be found on the labor market or within the organization itself, an assessment of professional, business and personal qualities should be carried out, and the capabilities of human capital should be used rationally to achieve the organization’s goals. As a result, these processes are beneficial both for the economic success of the organization and for the development of the employees themselves.

The article provides a thorough, definitive analysis of the concept of “professional training of social sphere specialists” through the prism of the concepts of “training” and “professional training”. The main approaches to their interpretation in reference, encyclopedic and scientific literature are considered, various concepts that reveal the content and structure of these processes are analyzed. The study found that professional training of social sphere specialists includes not only the acquisition of theoretical knowledge, but also the formation of practical skills, the development of personal qualities, emotional intelligence, and social and communicative competencies. One of the key problems of specialist training is the gap between the theoretical knowledge that higher education students receive in higher education institutions and their practical implementation. We consider the addition of social theory to be a significant scientific achievement with a number of new interpretations of the concepts of “training”, “professional training”, and “professional training of social sphere specialists”, which expand its conceptual foundations and deepen the understanding of professional training of social sphere specialists as a whole. Thus, training is a set of various pedagogical, psychological, and practical measures that ensure the formation of a high level of competence and readiness to perform specific tasks; professional training is a specialized process of acquiring knowledge, skills, abilities, and forming the necessary competencies for the successful performance of professional activities; professional training of social sphere specialists is a holistic and systematic process of acquiring specialized knowledge by a higher education graduate, developing socially significant competencies, and forming professional and personal qualities for working with different categories of clients, taking into account their problems and characteristics.

Background and Aim of Study: The efficiency of pedagogical activity depends not only of the level of professional knowledge and abilities of the teacher but also of the presence for him of the personality qualities necessary for optimal cooperation. One of such professionally-meaningful qualities of the teacher is the empathy able to do the process of education emotionally comfortable and productive. The aim of the study: to explore of level of empathy’s display of the teachers depending on experience of their pedagogical activity. Material and Methods: Theoretical (analysis and synthesis of the psychological literature); empirical (pilot study). 97 teachers of the higher educational institutions participated in the study; at the age of 27 to 62 years, with the work experience from 1 year to 30 years. Results. The results obtained indicate that the empathy is the important component in the structure of the professional competence of the teacher of the higher educational institution, and also that the empathic ability of the teacher is transformed with the development of life and professional experience. The empirical research shows the lowest rates of empathy among the teachers with the work experience of more than 25 years and among the young teachers with the work experience up to 10 years. Conclusions.It is concluded that there is the dependence of the empathy of professional experience, necessary to develop the empathy both at the stage of the training of the future teachers in the higher educational institutions and in the process of continuous professional education.

Statement of the problem. The article identifies and analyzes the problem of effectiveness of game-based technologies in teaching a foreign language in order to form the elements of personal development of university students, important for their professional self-realization at the university. The purpose of the article is to prove empirically the influence of game-based technologies on the growth of elements of personal development that are important for the professional self-realization of students. The research methodology implies the analysis and synthesis of research works of international and Russian scientists recognized by the scientific community and the experience of teaching foreign languages to students of various fields of training through the introduction of game-based technologies in the educational process, as well as a description of experimental work, including a formative experiment. Research results. According to the results of the study, the leading role of value-semantic, motivational-necessary and functional-regulatory components of professional self-realization is established and the hierarchy of individual properties of student's personal subjectivity is determined. It is proved that the structure and content of criteria-cognitive, motivational and practical activities set in the study dominate the process of self-improvement of the student and change the integrity of professional self-realization as a process characterized by peculiarities of manifestation in educational and professional activities and, as an integrative personal formation, represented by the structure of personal properties of subjectivity, and focused on the implementation of the strategic goal of professional fulfillment. Conclusion. The three-year experiment confirmed the assumption that for the development of personal qualities and characteristics, such as professional self-realization, it is necessary to implement pedagogical conditions with the help of game-based technologies of continuous (integrative) learning. Game-based teaching method for the creation and implementation of pedagogical conditions of all types should be designed as a model that includes all educational components in the cultural educational environment to stimulate professional self-realization of students. At the same time, in the process of implementing pedagogical conditions with the help of game technologies, it is necessary to take into account self-organizing processes that force both students and teachers to go beyond the education of one discipline. As the problem under study is complex, further work is needed to ensure interdisciplinary approach to broaden research horizons.

The presented results of a scientific and applied study consider psychological barriers and difficulties of future interpreters studying in the field of 45.03.02 “Linguistics”, profile “Translation and transla-tion studies” at the stage of professional training in higher education. Graduates' psychological readiness for professional activity is relevant. Based on the analysis of the obtained data, we propose projects of educational programs aimed at developing the psychological competencies of linguistics students and present proposals for improving the social and psychological training of bachelors. The research results show the need for the educational organization to cooperate with the professional community and the student in order to consider the needs and interests of all participants in the educational process. In practice, this interaction provides for the expansion of the psychological part of the main professional educational program and the acquisition of additional education by students. These decisions contribute to the form necessary competencies, improve professional activities, and personal growth of future specialists in translation. The introduction of the proposed changes to the educational program is a way to overcome psychological barriers in translation activities at the stage of professional training at the university, as a result, graduates realize the need for self-development and professional self-realization, overcome psychological difficulties with moti-vation, gain confidence in their abilities. The demand for such specialists in the labor market is increasing

Purpose– The purpose of this paper is to explore the influence of work experience and gender on graduates’ perception of competencies, preparation and expectations of success in labour market (LM) transition. The research questions that guide this study are: How do graduates evaluate the competencies acquired during their masters’ degree? How do graduates evaluate their preparation for transition to the LM and their expectations of success?Design/methodology/approach– Within the framework of employability models, the authors explore the perception of competencies developed during higher education (HE). Given previous reported effects of gender and work experience on the process of work transition, these two variables are also considered. A questionnaire was administered to 411 students in their final masters’ degree year. Descriptive and inferential statistics, namely, univariate analysis of variance (F-anova 2×3) withpost-hocmultiple comparison test (post-hocHSD of Tukey), are developed to analyse the data and address the research questions.Findings– The main results show that there are no significant group differences concerning perception of the development of competencies; the effect of work experience on perceptions related to preparation for transition to the LM depends on gender; and expectations of successful transition to the LM are related to gender, with no significant influence of prior work experience.Originality/value– These data suggest that, in developing their programmes, it is important for HE institutions to consider self-beliefs related to students’ diversity, in order to maximize the development and effective use of competencies and individual resources in work contexts, for all students. Exploration of the effect of gender and work experience on perceptions of competencies and preparation for the LM should help HE institutions define curricular programmes and support graduates in preparing for entry to the LM.