ПРОФЕСІЙНО-ЦІННІСНІ ОРІЄНТАЦІЇ МАЙБУТНІХ ФАХІВЦІВ ВІЙСЬКОВОГО УПРАВЛІННЯ ЗБРОЙНИХ СИЛ УКРАЇНИ

Problem setting. Today new generation of future military professionals must be prepared for professional activity and life in the ever-changing conditions of military affairs. Military activity is a specific type of activity. Therefore, higher military education should become school of high culture of thinking of future military specialists. The formation of a logical culture of the future military specialist and a holistic personality is inconceivable without the formation of professional thinking. One of the main shortcomings in the training of cadets is the problem of solving new technical problems.
 Recent research and publications analysis. On the basis of theoretical analysis of scientific sources and expert assessment of the significance of components of the creative activity of military specialists professional thinking, the criteria for the development of each component and their indicators have been defined. This problem is considered by Zavalishin, Teplov, Yagupov, technical thinking (Kudryavtsev, Kulyutkin, Reshetnikov) and othes.
 Paper objective. In the research the theoretical basis and experimental study of peculiarities of the development of the logical component of future military specialists’ professional thinking in the process of professional training in a higher education institution have been carried out.
 Paper main body. On the basis of theoretical analysis it has been determined that logical thinking is an important component of the professional skill of a specialist, which ensures the successful accomplishment of professional tasks, the adoption of optimal solutions in a certain area of activity, and it is the embodiment of the professional competences of the individual and the condition for his or her professional development. The paper deals with the problem of logical thinking as an important component of training military specialists in psychological and pedagogical sciences. The analysis of thinking as a psychological cognitive process, in scientific works of foreign and native scientists, considering the regularities of the human psyche functioning in extreme situations, has carried out, in order to improve the moral and psychological support of the personnel. The model of future military specialists training for the development of primary school pupils‘ logical skills has been developed and tried out. It includes such units as: purposeful (social control, aim, tasks); methodological (approaches, principles, interaction subjects); content and activity (content, forms, means, methods, technologies); assessment and resultative (criteria, rates, levels, result). Forms, methods and means of educational process according to the future military specialists training for the development of cadets logical skills have been improved. This notion has historical character and complex structure: levels of formal logic and dialectics. The pedagogical ways of formation of culture of thinking of students are also given. The transition in the educational dialogue from oral to written, from the external to the internal dialogue, and vice versa, ensures the development of thinking interlocutors in the process of solving educational problems. Educational dialogue is not only an exchange of remarks between its participants, but it is their social interaction, communication, which activates their mental, emotional, sensuous activity. The characteristics of professional thinking of the organizers of future military specialists, which need to be developed to achieve professionalism in the professional military activity, have been considered.
 Conclusions of the research. Practical meaning of the obtained results lies in the development and implementation into the educational process of establishments of higher education the diagnostics methodology of the future teachers‘ readiness levels for the formation of military specialists logical skills. The number of academic hours has been increased to study the methodology of solving tasks in logic. The characteristics of professional thinking of the cadet, which need to be developed to achieve professionalism in the professional military activity, have been considered.

The methodology of systematic approach of guaranteeing the quality of training for military specialists in higher military educational institutions is disclosed in the article. It was determined that the process of education and upbringing takes place under conditions of change of pedagogical goals in any pedagogical system. This process is accompanied by the emergence of new tasks in the field of education and education as society develops. There is a constant updating of scientific information, in the conditions of improvement of existing ones and creation of new methods of teaching and upbringing. There is a constant update of the student and teacher contingent throughout the learning and upbringing process. The systematic approach as a methodological basis for the development of quality assurance systems for the training of military specialists in higher military educational institutions is revealed. It is found that the systematic approach does not exist in the form of a clear methodology with a defined logical concept. This system, formed from a set of logical techniques, methodological rules and principles of theoretical research, thus performs a heuristic function in the general system of scientific knowledge. The functioning of the system is the process of professional training of future military specialists in higher military educational establishments. An important result of the functioning of the system is the high level of readiness of future military specialists for practical activity. This can be achieved by ordering the system based on certain principles. These principles include: the principle of objectivity, completeness, specific-historical (genetic) approach, systematic, contradictory pedagogical experience.

The article highlights the relevance of forming professional value orientations in students of out-of-school education institutions in the context of modern social challenges. The essence and significance of professional value orientations are outlined, and pedagogical conditions, principles, and factors influencing the development of professional interests and orientations in children and adolescents are analyzed. A set of methods for diagnosing the formation of professional value orientations in students of preschool educational institutions has been defined. The results of using the «Value Orientations» questionnaire by M. Rokych in studying the professional value orientations of students at out-of-school educational institutions are summarized. Recommendations are provided for the formation of professional value orientations in students of out-of-school education institutions. Attention is focused on the role of creative associations, mentoring, and the educational environment in shaping the system of values of an individual capable of making a conscious professional choice. Theoretical (systemic, acmeological, axiological, competency-based, activity-based, and personality-oriented) and methodological (interdisciplinary, individual) approaches to organizing this process in out-of-school education institutions are presented.

Introduction. Training of cadets for psychological and pedagogical activity is a multifaceted process that includes all forms of work of scientific and pedagogical workers, commanders of units of senior service schools and the cadets themselves. The main activities of the cadets are: a) theoretical and practical training during training sessions; b) participation in an organized system outside of educational activities; c) utilization tour in military forces. All these elements of the educational process in the senior service schools are intended to ensure the full competence of the cadets for the future psychological and pedagogical activity in the troops.Purpose. The purpose of the article is to analyze theoretically the scientific sources of the problem under study, to determine ways to achieve the effectiveness of training of cadets for the future profession of the officer as an instructor in the process of training of future military specialists in senior service schools of the Ministry of Defense of Ukraine.Methods. Empirical methods of observation, questioning and questioning were used to solve the problems of education Originality The results of the analysis of the basic psychological and pedagogical conditions of activating the training of cadets as tutors in the course of teaching psychological and pedagogical disciplines and the ways of improving the professional orientation to their study in the process of training future military specialists in higher military educational establishments of Ukraine are first determined in the article. realization of psychological and pedagogical conditions of organization of their teaching.Conclusion. Thus, senior service school has rich opportunities for qualitative training of cadets in the process of training sessions as instructors. Additional reserves for improving the training of cadets for psychological and pedagogical activities include the following raising the educational orientation of the educational process; approximation of the study of theoretical issues to the practice of psychological and pedagogical activity of graduates in the military forces; coordinating the efforts of the entire military and pedagogical team of the senior service school for the training of cadets as skillful commanders-instructors; improvement, together with high-quality professional selection of cadets to the Academy, activities of teachers, commanders and officers of the structures of moral and psychological support of senior service school regarding the formation of love for the profession of officer in cadets, stable motives of psychological and pedagogical activity, interest in moral and psychological work with warriors etc.

Professional Values and School Context Representations: A Study with Three Groups of School Teachers

У статті автор досліджує вивчення особливостей запровадженої ЄКТС навчання у вищому військовому навчальному закладі та психологічний аналіз сприйняття цієї системи курсантами-прикордонниками під час вивчення іноземної мови. Досвід і практика викладання у НАДПСУ засвідчують на сьогоднішньому етапі професійної підготовки майбутніх військових спеціалістів існує необхідність розвитку рівня пізнавальної активності, яка реалізується взаємодією усіх пізнавальних процесів особистості у процесі формування їх професійної іншомовної комунікативної компетентності в рамках системи ЄКТС, де певна кількість навчального і дослідницького матеріалу повинна опановуватись під час самостійної та індивідуальної роботи. Належний рівень розвитку пізнавальної активності курсантів-прикордонників сприятиме оптимальному формуванню професійних компетентностей загалом. Аналіз результатів анкетування курсантів-прикордонників дав змогу встановити необхідність у підвищенні їх пізнавальної сфери та впровадження нових підходів щодо іншомовної професійної підготовки персоналу в умовах кредитно-модульної системи організації навчального процесу у вищому військовому закладі освіти. Ефективне застосування Європейської кредитної трансферно-накопичувальної системи (ЄКТС) в організації освітнього процесу ВВЗО сприяє забезпеченню якості вищої освіти, інтеграції національної системи вищої освіти в європейське та світове освітнє співтовариство.

В статье рассматриваются основные направления профессионально-ориентированной языковой подготовки курсантов на примере образовательного процесса военного авиационного вуза. Современные социально-политические изменения как в России, так и во всем мире ставят перед Вооруженными силами РФ новые задачи по воспитаю и образованию будущих военных специалистов, в решении которых значительная роль отводится языковым дисциплинам. На основе анализа основополагающих документов и собственного педагогического опыта авторы статьи обосновывают изменившийся статус дисциплины «Иностранный язык» от учебного предмета до инструмента формирования нового типа военного специалиста в образовательном пространстве военного вуза. Анализируются понятие «языковой подготовки» и связанные с ней особенности организации иноязычного образовательного процесса в военном вузе, приводятся педагогические условия развития профессиональных компетенций будущих специалистов средствами иностранного языка.Цель. Статья посвящена выявлению и представлению с современных позиций компонентов и этапов профессиональной языковой подготовки в военном вузе.Метод или методология проведения работы. На основе анализа педагогической теории и собственного педагогического опыта обоснована необходимость языковой подготовки курсантов с позиции деятельностного, личностно-ориентированного и коммуникативного подходов.Область применения результатов. Уточнены условия организации языковой подготовки курсантов в условиях модернизации высшего военного образования в России. Разработана система учебной и внеаудиторной деятельности курсантов в процессе языковой подготовки и ее содержательно-методическое обеспечение.

The article is devoted to the theoretical substantiation of contextual methodology of formation of diagnostic competence of future officers – specialists of physical training and sports in higher military educational institutions. Scientific approaches of foreign and domestic scientists to the concept of “methodology” are analyzed and generalized and the author’s definition of the concept “methodology of forming diagnostic competence of future officers – specialists of physical training and sports in the process of professional and pedagogical training” is proposed. Research methods: theoretical analysis of scientific literature; generalization and interpretation of the obtained theoretical and empirical data; design of contextual methodology of diagnostic competence formation. It contains the leading idea or principle, goals, objectives, stages, content, methods, methodological techniques and means of its formation in the process of professional-pedagogical education. The importance of introducing the special course “Diagnostic competence of future officers – specialists in physical training and sports and its formation in higher military educational institutions” is revealed and substantiated. It synthesizes, systematizes and concretizes the content of all their professional-pedagogical competence on the implementation of their diagnostic function in their future position in the troops. The content of the special course includes the following topics: Topic 1. Future officer – specialist of physical training and sport: concept, content and structure as a subject of educational activity in higher military educational institutions. Theme 2. Diagnostic activity of an officer – specialist of physical training and sport as a subject of military-professional activity in higher military educational institutions. Topic 3: Diagnostic competence of officers – specialists of physical training and sport as a component of military- -professional competence in military units. Theme 4. Methodology of formation of diagnostic competence of future officers – specialists in physical training and sports as subjects of diagnostic activity in higher military educational institutions. The following stages of method realization are defined: diagnostic-motivational; cognitive-activational; evaluative- resultant.

<p>In the article on the basis of the analysis  of scientific literature the essence and features of the process of individualization of professional training of the future specialist are considered. Analysis of scientific literature allows to consider the individualization of the training of a future specialist as a process of transformation of the individual under the influence of internal and external, objective and subjective factors in their interconnection, which promotes the development of skills for solving an important problem of professional development based on professional and cultural experience. It is noted that individualization has external and internal aspects. The external aspect of individualization involves the adaptation of the content and forms of the educational process to the individual characteristics of the student, the provision of teaching support in order to develop his personality, as well as the motivation of the student, which stimulates to change himself and change his activities. The internal aspect determines the focus of  the future specialist on the deployment and implementation of individual aspirations and the formation of an individual position in their own professional activities. Individualization is carried out in the process of pedagogical interaction between teachers and the student, which takes into account both the individual and educational potential of the latter, and the system of social values, requirements, as well as the objectives of vocational training.</p>

Professional economic education in Ukraine requires significant reforms because of thriving to integrate into the world economic space, which is impossible without the education of highly professional staff. The development of the entrepreneurial climate in the higher educational institution (HEI) by training the ability to work in a team and the general culture of doing business is an important task. It is specialized economic education that should lay the foundation for the dynamic economic development of the country. Methods used: survey, remote collection and processing of information (GOOGLE Forms), self-actualization test (SAT) (determining the level of general cultural competencies), study of value orientations (according to M. Rokych), methods of personal adaptation to a new professional environment (according to L.V. Yankovskyi), cultural and value orientations test (L.H. Pochebut). According to the study, students are convinced that entrepreneurial skills can be acquired. Students called self-organization the main competence for doing business. It was found that 50% of students have a low level of readiness for teamwork. Only 21% of respondents showed a high level of readiness for teamwork. It was found that special pedagogical conditions for creating an entrepreneurial climate can improve the level of higher economic education.

Методологія в системі професійної підготовки військових фахівців знаходиться в стані розробки, а практична складова формування професійної компетентності майбутніх військових фахівців розвинена недостатньо внаслідок повільного введення в навчально-виховний процес ВВНЗ активних методів навчання, що дозволяють досить швидко оволодівати професійними компетенція ми. Вивчення діяльності вищих військових навчальних закладів дає підставу стверджувати, що в установлені терміни навчання важко сформувати у випускників повний перелік професійних компетенцій у зв’язку з тенденцією постійної втрати сьогоденної значущості й концентрації (стиснення) обсягу знань.
 Дослідження дозволило виявити тенденцію до падання рівня самооцінки професійної компетентності у курсантів 3-го курсу. Це пояснюється тим, що притаманний молодшому курсу рівень мотивації та домагань щодо оволодіння новою професією у курсантів третього курсу понижується внаслідок можливого недостатнього усвідомленого ставлення до майбутньої професійної діяльності. На випускних курсах ставлення до професійної діяльності вирівнюється, оскільки курсанти вже пройшли стажування в органах ДПСУ на посадах начальників відділень тилу в результаті чого набули першого практичного досвіду самостійної роботи та фактично визначилися з місцем призначення та посадою після закінчення академії. Результати дослідження свідчать про необхідність організації та впровадження цілеспрямованої системної роботи з професійної підготовки фахівців логістики на основі компетентнісного підходу, який дозволяє інтегрувати різні сфери особистісної готовності до майбутньої діяльності, а саме когнітивну, емоційну, мотиваційну, діяльнісну та ціннісну.
 У статті обґрунтовано формування критеріїв професійної компетентності майбутніх офіцерів відділень логістики у процесі навчання в академії та вивчення дисциплін тилового спрямування, подано погляди учених на підходи до формування професійної компетентності.

The article considers a technology of developing political competence of future officers atmilitary institutions of higher learning and proves the necessity of developing professional competenceof modern officers as a constituent part of their professional training. Special attention is paid to theanalysis of peculiarities of reforming higher military education in Ukraine. The paper also considersdifferent approaches to education and upbringing technologies, as well as the structure of pedagogicaltechnologies. The article focuses on the essence of the stages of the technology of developing political competence of future officers at higher military educational institutions and provides characteristics ofthe stages of the technology of developing political competence of future officers at higher militaryeducational institutions, which are as follows: preparatory, motivational-purposeful, content-based,process- and activity-based, controlling-evaluative, each of the stages having its own aim, tasks andmethods of implementation. The article proves the need to implement the technology of formingpolitical competence of future officers at higher military educational institutions.&nbsp

The article deals with the issue of organizing cadets’ independent while studying professional terminology. The need for individual study of professional vocabulary lies in the fact that in the course of their professional activities, future employees will use unambiguous and clear terms that will ensure a correct understanding of the content of documents and regulations, which will help to avoid mistakes. After all, the tasks’ success depends on the accuracy of the timing, particularly in crisis situations. There are several reasons for the need to learn military terminology. The state language is used in all regulations, orders, laws, and other official acts. To understand and accurately perform their duties, cadets have to be fluent in the language and terminology. Future officers or civil servants will interact with colleagues, superiors and citizens, so their professional communication must be at a high level. After all, the use of correct terminology and clear formulation of thoughts in the state language ensures effective communication and prevents misunderstandings. A perfect command of foreign and Ukrainian terminology is an indicator of a high level of competence and professionalism. This creates a positive image of a serviceman and civil servant both to colleagues and the public. It is analyzed that independent learning contributes to cadets’ search activity, development of intellectual potential, and creative abilities. The objectives of independent learning that will help to expand students’ vocabulary, and learn to accurately and correctly use terms in both oral and written speech are outlined. The organization of cadets’ independent learning while studying professional terminology contributes to better consolidation of new material. It helps to assimilate the knowledge gained in lectures and practical classes, simulates conditions close to real-life situations in professional activities. It helps cadets to gain and develop confidence in their knowledge and skills, which is valuable for future military personnel and specialists in the field of state security. Independent learning is a significant tool for training cadets, which not only improves their knowledge and skills, but also forms responsibility, self-control and readiness to perform professional duties.

Introduction. The article deals with structural components of English lexicogrammar competence. The problem of lexis and grammar connection is viewed through a functional approach. Complex understanding of lexicogrammar competence in reading is caused by fundamental linguistic researches. Purpose. To determine and analyze English lexicogrammar competence with its structural elements. To find out the role of autonomy and appropriate learning strategies units for lexicogrammar competence mastering. Results. The content of main competence elements is analyzed. Lexicogrammar knowledge, skills and awareness are determined as structural elements of lexicogrammar competence in reading. Reading for detail is marked as the main way of the researched competence self-mastering by future military specialists. The connection between informal learning and autonomy is researched. Learning strategies units for English lexical and grammatical competences mastering in reading are determined. The notion of asynchronous independent work is highlighted and understood as a kind of learning activity that is aimed to the complex tasks implementation through the convenient schedule and continuous interaction between teacher and learner with the help of innovative technologies. The autonomy of future military experts is realized through its reactive type and flexible method of controlling with the help of full volume mobile learning model. Mobile application is distinguished as appropriate software, the main function of which is to facilitate an asynchronous self-development work. Conclusion. Mastering of English lexicogrammar competence in reading by the future military experts under conditions of autonomy is considered as a background for professional foreign language self-improvement. Formed skills of mastered competence will positively affect on lexicogrammar competence formation in other kinds of speech activity.

The article focuses on the issue of psychological and pedagogical support in the professional growth of a social worker. The main structural components of the professional and personal development cover the cognitive, motivation-axiological, social-perceptive, emotional-volitional and communicative spheres of the human activity. The future social work specialist’s competency development is a result of a continuous internal struggle for the spiritual perfection, realization of the creative potential, achievement of wholeness, and the determination to abandon the “thing-in-oneself”-state in behalf of the “better-self”-development. The essential premise for the professional development of a social worker is the possibility to choose ways of professional self-realization in the ambiguity zone and the necessity of the certainty zone existence. These two zones allow the future specialists to actualize their motivation of choosing the ways to their professional development. This actualization goes more efficiently if there is interaction of the parties united by the shared goal and activity, which develops different forms of collaboration and discloses individual creative features. It has been established that the psychological and pedagogical model of the future social work specialist’s development includes the following core constituents: the study and development of the professionalism structure and its components on the basis of its development indicators; the consideration of psychological and pedagogical conditions and factors ensuring productive development of the social sphere specialists; the formation of the need in self-realization, the development of communicative skills, creative and individual potentials, teaching self-regulation and self-perfection skills. The model creates premises for the effective realization of the continuity principle as it characterizes the nature of the ‘actual development zone’ and focuses on the “proximal development zone”.