OСОБЛИВОСТІ ПІДГОТОВКИ ЗДОБУВАЧІВ МОРСЬКОЇ ОСВІТИ ДО МАЙБУТНЬОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

In the article on the basis of the analysis of scientific literature, the main trends, patterns and principles of the formation of productive and creative competence of the future engineer and teacher are considered. The trends of modern engineering and pedagogical education are: orientation of educational institutions to improve the quality of training specialists; change in the target orientation of the system of vocational education in the formation of competencies; the transition from massive, collective forms of student learning to individual, to the development of creative abilities on the basis of self-education, self-development, self-improvement; recognition of the priority of the humanistic orientation of engineering and pedagogical education; appeal to the scientific strategies of creative psychology and innovative pedagogy on the basis of consideration of domestic and international scientific and educational heritage. The patterns of the formation of productive and creative competence of the future engineer and teacher involve the dependence of the formation of productive and creative competence of future engineers and teachers on the scientifically substantiated use of psychological mechanisms and pedagogical technologies; the dependence of the effectiveness of the formation of productive and creative competence of the future engineer and teacher on the unevenness of mental development of the individual etc. It is proved that modern trends and regularities of the training of engineer educators are expressed in the implementation of the relevant principles, namely: the principle of creative activity; the principle of creative independence; the principle of reflexivity of activity; the diagnostic principle; the principle of unity of formation and development; the principle of professional and creative orientation of the educational process; the principle of continuity and continuity; the principle of the interconnectedness of the generalized educational trajectory and the individual educational route; the principle of the formation of a tentative search position.

The subject of the study is a model of formation of future educators system of professional and pedagogical knowledge. Methodology. A set of methods was used to perform the tasks of the study. In order to characterize modern approaches to solving the problem in scientific research, disclosure of the essence and structure of the studied phenomenon, its definition in the form of a concept, methods of analysis and synthesis of literary sources were used. Justification of pedagogical conditions and stages of formation of systematic professional and pedagogical knowledge is carried out by the method of modeling. The aim of the study is to theoretically substantiate the formation model of the future educators’ professional knowledge system in the process of training in higher educational institutions. The section presents the rationale of the conceptual model for the formation of systematic professional and pedagogical knowledge of future educators. Modern interpretations of the category «knowledge», their relationship to the subject of knowledge and the content of the information being acquired are considered. Knowledge is defined as a subjective image of the objective world, which arises in the mind of the subject under the influence of perceived phenomena and processes. The definitions of these phenomena accepted in modern culture in the form of concepts, notions, opinions, theories, function in human consciousness as a mental model, through which there is an identification of problems and situations and the search for ways to solve them. Systemic knowledge is a special quality of information processing, through which a person perceives the processes and phenomena around him in the form of a complexly organized interaction, namely the system. The consistency of professional and pedagogical knowledge of future educators is a special way of ordering and reflecting information in their minds, which reveals the complexity, integrity and interdependence of processes and phenomena of pedagogical reality and reveals its systemic properties. The structure of this quality of knowledge, which is formed by the interaction of motivational-directive, nominative-content and operational-generalizing components, is characterized. Professional and pedagogical knowledge is the result of reflection and structuring in the minds of educators, as the subjects of activity, psychological, pedagogical, methodological and other information. It reveals the essence and nature of childhood, its importance in the process of formation and development of personality, laws and patterns, principles, forms and directions of versatile child development in the educational process, methods of interaction between a teacher and students and their effectiveness. Future educators’ mastery of professional and pedagogical knowledge occurs under the conditions of the educational process, where the holistic nature of the object of professional activity is informally represented by many academic disciplines and with the participation of many intermediaries ( educators, authors of textbooks, methodological aids, etc.). Under these conditions, the model of future educators’ training in higher education acquires particular importance. It reveals the overall structure, peculiarities of the content and sequence of tasks to be solved in the process of theoretical and practical training of future educators. Movement to the goal in the model is represented by a sequence of following stages: adaptivefocused, structural-functional and system-integrative. The pedagogical conditions of formation of systematic professional-pedagogical knowledge of future educators in the model are as follows: integration of the content of academic disciplines on the basis of fundamental concepts that reflect the properties of the subject of future professional activity of a educator; availability of research tasks requiring consideration of variability of pedagogical phenomena in accordance with the features of the future professional activity of a teacher; providing future educators with a free choice in the process of designing situations of professional activity and ways of its implementation. Results. Pedagogical conditions of future educators’ formation of systematic professional-pedagogical knowledge are highlighted as follows: integration of the content of academic disciplines on basic pedagogical concepts that reflect the properties of the subject of the future professional activity of a educator; presence of research tasks which require consideration of variability of the pedagogical phenomena according to their functions in the future professional activity of the educator; providing students with free choice in the process of designing pedagogical situations with the future professional activity of the educator and ways of its solution.

The article substantiates the essence of students’ value attitude to professional activity. The purpose of the study was the content analysis of the influence of the value orientations on the level of professional and pedagogical orientation of each student in the educational process. The position of scientists is indisputable and evident that the formation of a future specialist in the process of professional training occurs in the conditions of constant choice, made by a personality, choice of professional values, correlating them with the ideal image of a professional in the field. It is also significant that the system of value orientations occupies in the professional activity of the type “person – person”. Such types of professional activity are areas of existence and development of universal values. This study allows us to suggest that they are the values that shape the students’ attitude to professional goals and objectives, the possibility of professional self-realization. The following values are defined in relation to professional activity: values of the profession, related to self-determination in professional activity; the values of the profession that arise on the basis of different types of definition of professional activity by society; values formed on the basis of different traits of a particular profession; values that society needs to regulate attitudes to the profession. It is determined that during the studying at the university, their reassessment, rethinking and development occur, which are conditioned by both personal and professional growth.It has been found that mastering the values of the teaching profession in the educational process is possible if such values acquire a systemic character, which convincingly proves the importance and necessity of reviewing and introducing new forms and methods of work in higher education institutions.

The main idea behind the Concept of Contemporary Ukrainian Education is to ensure its quality in accordance with the demands of consumers of educational services, the requirements of the state, international standards and society. One of the leading tendencies in the development of today's professional education is to increase the attention to the issues of training of a qualitatively new level, which are capable of professional self-realization, self-development, creative search, and ability to use new pedagogical technologies in future activity. The starting point in the proper preparation of the future teacher is to ensure their own readiness for the didactically conditioned and pedagogically effective use of information and communication technologies in professional pedagogical activity. Today, the leading educational trend is to integrate visualization technologies into educational practice. Accordingly, the purpose of the article is to analyze the state of preparation of future teachers of the disciplines of the natural and mathematical cycle for the introduction of imaging technologies in their own professional activity. According to the purpose, the tasks, which consist in the analysis of curricula, other providing and corresponding documentation on the outlined direction of preparation for preparation of future teachers of natural and mathematical direction in higher pedagogical educational establishments in the course of preparation of the course, are being singled out. , as well as an analysis of the syllabuses of the disciplines that exist in this area, to ensure that students are prepared to create copyright and adaptations of existing digital visual didactic tools. The article used general scientific methods of research, such as, analysis of scientific, pedagogical and psychological works, information sources on the problem of research, systematization of the views and achievements of scientists, synthesis and generalization of theoretical positions. Higher education institutions have been reviewed for such training for future educators. The research conducted by the authors gave grounds to consider it necessary to make certain changes to the process of preparing future teachers of natural and mathematical disciplines for the use of visualization technologies in their professional activity.

The article analyzes the history of the use of such terms as "readiness" and "readiness for professional activity" in scientific terminology. A conclusion is drawn about the multifaceted nature of scientists' interpretations of this phenomenon. Based on the terminological analysis, the definition of the concept "readiness of future education managers to the usage of digital technologies" is formulated as a personal property of a specialist, which characterizes their ability to successfully design, implement, and modify the educational process through the use of digital technologies and integrates the desire of the future specialist to use digital technologies to ensure the success of their own professional activity. The components of the readiness of future education managers to the usage of digital technologies are determined, namely, personal and motivational (determines the focus of the future education manager on future professional activities using digital technologies), cognitive (characterizes the presence of specialized knowledge that forms a theoretical basis for the successful implementation of professional activities using digital technologies), activity (distinguishes specialized skills to use digital technologies to create a digital educational environment), reflective (expresses awareness of one's own professional activity of an education manager, belief in one's own capabilities to manage the educational process by means of digital technologies) components. A conclusion was made about the integrity, interconnectedness and mutual influence of these components.

The article analyzes the international experience of forming an individual style of professional activity of future translators. The emphasis is placed on the importance of training competitive translators with a high level of desire for personal development, knowledge of business ethics, understanding of the requirements for appearance that corresponds to the situation in professional activities, etc. The purpose of this article is a theoretical study of the process of forming an individual style of professional activities of future translators abroad for the prospect of further use of positive experience to improve the system of higher translation education in Ukraine. The experience of countries with high results in the field of training competitive personnel, namely countries with a highly developed system of training, including philological profile, is revealed. It has been established that the formation of an individual style of professional activities of future translators in Spain must take into account the market requirements, which are reflected in educational practice. The strength of the UK in this process is the introduction of independent educational courses that form such competencies as the ability to use information and communication technologies on a theoretical, practical and creative levels in professional translation activities; understand and use techniques of business communication in a particular situation, the ability to negotiate and ways to influence the interlocutor; analyze and be able to apply in professional activities the knowledge of historical aspects of translation development, etc. As a result of the analysis of foreign scientific literature, the following organizational and pedagogical conditions of formation of individual style of professional activities of future translators abroad are substantiated: taking into account the requirements and features of the market of translation services for preparation of future translators; ensuring the relationship between the educational process and real professional activity; the study of different word-forming models in a foreign language; the introduction of educational courses (technical written text, copywriting or legal editing, etc.), which are aimed at developing writing skills, etc. An important aspect of the article is discussing the process of forming the professional image of a future translator, as a component of the individual style of professional activities. It is noted that in the foreign scientific literature a lot of attention is paid to such a phenomenon as the “individual image of the translator”and the process of its formation. The main thing in the context of this problem is the creation of academic disciplines that reveal the basics of psychology of communication, imageology, psychology of interpersonal cognition.

The future of health professions education: Emerging trends in the United States.

Having determined at the previous stages of our research the state of readiness of future foreign language teachers to use information technologies in their professional activities, we came to the conclusion that it is necessary to make some changes in the educational process in order to improve the training of students. Thus, the purpose of our further work is to test the methodology developed by us in practice. Source for us were the following provisions: formation of readiness of future foreign language teachers for using informational technologies in professional activity should be continuous, i.e. it is necessary to involve students from the first to the last course and note the contents of educational disciplines, pedagogical practices, NIRS; in the process of training of future foreign language teachers to use informa-tion technologies in professional activities necessary orientation to the object of professional activity of teachers of a foreign language and its features. In order to develop organizational, stimulating and managing skills for future teachers when learning to communicate in a foreign language, we offered students to study such issues as: the possibilities of information technologies for organizing communication in pairs and small groups using role-playing games (based on simulation programs); the role of information technologies in the formation of communicative, linguistic and instrumental motivation when learning a foreign language; teaching monologue and Dialogic writing in a foreign language using information technologies; the main aspects of verbal communication activities of students using information technologies.

The article deals with the problem of improving the quality of training future navigators according to the strategic goals of the modernization of the educational process in Ukraine’s marine higher educational institutions, based on the humanistic paradigm, which requires special attention to the formation of future navigators’ communicative self-efficiency. The study of this problem is of particular relevance, since it is one of the main professional characteristics for representatives of the senior command navigators that enables them to carry out professional activities productively, adequately and at a high level: to organize the coordinated work of the crew, especially consisting of specialists of different nationalities, religious denominations, mentalities; competently and skilfully communicate with seaport employees, representatives of foreign companies, etc. The paper presents the conceptual provisions of A. Bandura, the founder of the theory of self-efficiency, its role and importance in person’s life as well as those of J. Caprari and D. Servon, D. Matsumoto (communication), educators (self-efficiency), (communicative self-efficiency) in the context of importance and the need to develop and form these phenomena for improving the quality of the training aimed at future navigators in higher education institutions of maritime profile. The phenomenon “communicative self-efficiency of the future navigators” has been defined; its essence and structure have been considered, the latter consisting of three components: reflexive (self-identification with navigators as model professionals, the presence of adequate self-assessment of their own actions in the field of professional communication, a stable reflexive position), cognitive-operational (awareness of the communicative sphere of maritime professional activity, skills, professional communication abilities); affective-behavioural (confidence in the possibility of productive communication in professional activities, emotionality, activity, responsibility, ability to self-regulate and self-sustain). The forms and methods for the formation of communicative self-efficiency of cadets of marine universities involved into the experiment have been presented: reflective workshop, keeping a reflective diary, which gave the cadet the opportunity to conduct self-analysis of their own professional actions and enhance self-understanding regarding the presence of the necessary professional personal qualities for performing their future professional activities effectively and building a positive Self-concept of the future navigator; the organizing dialogue “The role of the reflective component in developing future navigators’ communicative self-efficiency”, the technology “Developing confidence in self-efficiency and productive communication of future navigators in their future independent professional activities”, the training module “Communication skills”, etc. Keywords: communication, self-efficiency, communicative self-efficiency, future navigator, marine higher educational institution.

The monograph takes the point further of the quality of professional activity of a scientific and pedagogical worker at the present stage of human development and its criteria. It grounds the psychological and pedagogical model, which ensures the quality of professional activity of academic staff. This model epitomizes a system of psychological and pedagogical elements (units) with specified characteristics and properties, which correctly correspond in their value, purpose, and time. They reproduce the process of providing and maintaining a high level of professional knowledge, skills, general and professional competencies, personal qualities and self-organization, professional abilities, professional orientation and activity, motivation for an effective professional activity and psychological and pedagogical professional reputation in interaction with applicants for higher education. It is proved that in structural and functional terms the psychological and pedagogical model of ensuring the quality of professional activity of a scientific and pedagogical worker includes the following interrelated functional units: 1) a knowledge-competency-personal module, which maintains the academic staff’s knowledge, skills, competencies, personal qualities and reputation at a proper level; 2) a professional-motivational module, which motivates to achieve success in professional activities; 3) a professional-managerial module, which effectively manages the higher education process; 4) a professional-orientational module, which ensures its positive professional orientation; 5) a professional-constructive module, which shapes its psychological and pedagogical reputation, as well as prevents occupational hazards. In general this model contains 16 components, which are functionally interacting and ensure the quality of a scientific and pedagogical worker's professional activity. The author has developed a methodology for determining and evaluating the level of development of the quality of research and teaching staff's professional activity and all its components. The level of professional activity of each scientific and pedagogical employee of the sample is empirically determined based on the assessment of its components. The features and differences are also empirically revealed concerning the quality of professional activity of seven subgroups of scientific and pedagogical workers, grouped by their age and length of teaching experience. The monograph broadens knowledge about the content of psychological and pedagogical professional reliability of a scientific and pedagogical worker and its dependence on the worker's professional burnout. The author has further developed the following: ideas about the psychological and pedagogical components of the quality of professional activity of scientific and pedagogical workers; methods of psychodiagnostics of psychological and pedagogical professional reliability of a scientific and pedagogical worker.

the purpose of our research is to characterize the ways of assessing the readiness of future translators to perform professional activities in the condi-tions of war; to identify the level of formation of students’ motivational, seman-tic, operational and value readiness to perform translation activities.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The empirical method is ascertaining research. he results of the research. So, the professional development of the indivi-dual can take place in several stages. The first stage is considered to be pre-pro-fessional training, the main purpose of which is the professional self-determina-tion of the individual, the formation of the attitude towards a certain profession, and the realization of the person’s conscious choice of his/her professional acti-vity. This is the process of forming the individual’s attitude towards himself/her-self as a subject of future professional activity, which in a long period of time will help a person adapt to life as a whole. Pre-professional training is interpreted as the preparation of the polytechnic and professional character of students, as a basic component of their further professional training.conclusions. Thus, professional formation is a process, which has the aim of the development and the formation of the personality of a future specialist as a subject of professional education and activity. We proved, that the subjec-tive qualities of a specialist are mainly determined by his/her subjective posi-tion, which should be defined as a kind of integration of the dominant sovereign qualities of a professional, which are decisive in any significant professional is-sues or problems for a specialist. The subjective position of a specialist is a ba-sic, a dominant component in the professional model of personality’s formation, a fundamental characteristic of his/her behavior in the profession. Subjectivity presupposes, first of all, the formation of worldview guidelines, moral and va-luable qualities of the individual, which determine not only the active position of the professional, but also the worldview orientations of the specialist.

It is substantiated the understanding of the conflict as a necessity of development, built into the educational process. It is proposed to interpret the conflict as an actualized collision of contradictions, in which the parties with different values, guidelines, motives cannot stay unchanged, and pose a threat and mutually determine, interact with each other. The «attitude» model of conflict competence of the teacher is presented as a tool for minimizing the destructive influence, with the possibility of constructive use of conflicts. There are presented the components of the «attitude» model of conflictological competence, which determine the readiness and ability of the teacher to implement knowledge and skills in conflictology (interact in a situation of threat to resolve contradictions, instead of avoiding, redirecting energy to less threatening objects): reflexivity, ability to establish interaction, time orientation, independence of values and behavior of the subject, adaptation, dominance, escapism, values of self-improvement and flexibility of behavior, selfsensitivity and spontaneity, self-esteem, self-acceptance (attitude towards yourself), attitude to other people, and interpersonal sensitivity. The term «subjective attitude» in the structure of teacher’s conflict competence is proposed to be understood as the latent mental potential of reactions, experiences, and human actions, which is actualized in the construction of the current communicative situation, in connection with the individual's evaluative perceptions of the environment and ownself. The development of conflictological competence of the working teacher is proposed to be studied in the context of socio-psychological conditions (processes) occurring among the teaching staff (small group): individual perception of the group, psychological microclimate, cohesion, and attitude to their role in a small group (teaching staff), subjective perception of management style, personality type of the head of an institution, the importance of work in the educational institution as the only source of satisfaction of material needs. There are given the results of empirical research of psychological processes in small groups and the attitude component of the conflict competence of the teacher, and there are established the connections of teachers’ attitudes with their subjective perception of the pedagogical staff. It is found that teachers mainly assess the socio-psychological climate as favorable, characterize the predominance of a high level of group cohesion in teams with a tendency to collectivist type of group perception and democratic management style. Respondents are characterized by an average level of reflexivity, increased selfperception (self-esteem and self-perception block), the desire for dominance with a slight decrease in adaptability, and lack of trust in the world around and other people. It is found a tendency in respondents to separate from the social environment, the expression of individualism as a factor of success in professional activities, which can contribute to the multiplication of contradictions, but blocking the willingness to recognize them. That is, the favorable socio-psychological working conditions for teachers and their orientation to collectivism set the framework of humanistic perception of a person as the basis of the subject and object in professional pedagogical activity. But teachers themselves show opposite tendencies: on the one hand, they give importance to collectivism, and find themselves as a part of the educational environment as such; on the other hand, their self-realization in professional activity is achieved under the condition of domination, individualism, and separation from the group, which testifies to the importance of self-authenticity for the teacher. There are identified approaches to the development of working teachers’ conflictological competence, taking into account the peculiarities of the small group processes

The article is devoted to the problem of organizing art-pedagogical activities of students in the educational process of a university in the context of a system-activity approach based on the relationship between general pedagogical and artistic activities, its influence on the professional orientation of future teachers, expressed by their subjective intentions to implement this relationship in the educational process of a modern school. In accordance with this approach, art-pedagogical activity is considered as one of the leading types in the structure of a teacher’s professional activity, a characteristic feature of which is the manifestation of creative activity in the process of solving the problems of teaching and upbringing using the potential of art. The purpose of the article is to substantiate the conditions and functions of art-pedagogical activities that ensure improvement of the quality of training of future teachers. Using specific examples in the content of the disciplines of the pedagogical cycle, the organizational and methodological tools for the implementation of art-pedagogical activities in the educational process are revealed. The results of a survey to identify students’ awareness of the need to use the means of art in professional and pedagogical activities are presented.

The article concretizes the concept of collaborative space: information space, distance learning, diverse interaction of subjects of educational relations on two lines: teachers-students and university-school. The collaborative space is considered as a heterogeneous interaction of a pedagogical university and other educational organizations in a single digital educational space. In the article the regional project is presented to create a collaborative space for the implementation of additional general development programs and the organization of continuing education of teaching staff. The role of the collaborative space in continuing education is revealed. Special attention is paid to the problem of professional self-determination and the development of self-determination potential from the position of the teacher's profession. Based on the analysis of the literature, it is determined that the potential of self-determination is associated with the formation of the professional orientation of the individual, the choice of profession, with work and consists in the ability to set adequate goals and make informed decisions in a situation of uncertainty. In the article IT-volunteering of students in distance learning, tutor support during pedagogical practice are analyzed. The results and effects of the tutor internship for both the tutor student and the tutor are highlighted. Tutor internship and IT-volunteering allow students to practically apply the knowledge and experience gained during training in professional activities, master new technologies, simulate options for including them in the educational process. The influence of volunteering and tutoring on the potential of self-determination to the teaching profession is investigated. The results of primary diagnostics are presented, demonstrating an increase in the potential of self-determination and interest in the implementation of professional pedagogical activity.

Radziyevsky V. P. Theoretical analysis of the problem of physical education of students of medical universities, taking into account the peculiarities of their future professional activity. Journal of Education, Health and Sport. 2017;7(8):1221-1227. eISSN 2391-8306. DOI http://dx.doi.org/10.5281/zenodo.1039733 http://ojs.ukw.edu.pl/index.php/johs/article/view/4999 https://pbn.nauka.gov.pl/sedno-webapp/works/835828 The journal has had 7 points in Ministry of Science and Higher Education parametric evaluation. Part B item 1223 (26.01.2017). 1223 Journal of Education, Health and Sport eISSN 2391-8306 7 © The Authors 2017; This article is published with open access at Licensee Open Journal Systems of Kazimierz Wielki University in Bydgoszcz, Poland Open Access. This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited. This is an open access article licensed under the terms of the Creative Commons Attribution Non Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted, non commercial use, distribution and reproduction in any medium, provided the work is properly cited. This is an open access article licensed under the terms of the Creative Commons Attribution Non Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted, non commercial use, distribution and reproduction in any medium, provided the work is properly cited. The authors declare that there is no conflict of interests regarding the publication of this paper. Received: 05.07.2017. Revised: 26.07.2017. Accepted: 30.07.2017. Theoretical analysis of the problem of physical education of students of medical universities, taking into account the peculiarities of their future professional activity Radziyevsky V. P. National Medical University named after O.O. Bogomolets Kyiv, Ukraine Abstract The article presents a generalization of the results of scientific researches concerning the peculiarities of the professional activity of doctors. The necessity of their consideration during the construction and orientation of physical education classes with students is shown. It is determined that the most important among the physical qualities in the professional activity of the future physician is physical endurance, which involves low fatigue and high physical capacity. The obtained data of the conducted correlation analysis indicate the presence of neuro-emotional stress and decrease in motor activity of the students of the I-II courses, which are the main reason for unsatisfactory dynamics of physical preparedness of students during their studies at the university. In the conditions of physical inactivity, the physical capacity and physical readiness of the future specialist to the future work of work decreases significantly, which in the end does not lead to the successful implementation of the chosen kind of professional activity. Key words: analysis, physical education, students, medical universities, professional activity.