scholarly journals FORMATION OF A CULTURE OF LOGICAL THINKING AS AN IMPORTANT COMPONENT OF TRAINING MILITARY SPECIALISTS

2021 ◽  
Vol 2 (49) ◽  
Author(s):  
Lyudmyla Petrova ◽  
Petro Kvitkin ◽  
Iryna Diatlova
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
Professional Training ◽  
Educational Process ◽  
Main Body ◽  
Logical Thinking ◽  
Technical Problems ◽  
Educational Dialogue ◽  
The Future ◽  
Military Activity

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.

scholarly journals PEDAGOGICAL CONDITIONS OF THE FORMATION OF SANITARY AND HYGIENIC CULTURE OF FUTURE ENGINEER-TEACHER IN THE FIELD OF FOOD TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATIONAL INSTITUTION

2021 ◽  
pp. 64-71
Author(s):  
Nataliia Dubova ◽  
Viacheslav Liulchenko
Keyword(s):  
Higher Education ◽  
Free Choice ◽  
Educational Institution ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Higher Education Institution ◽  
Technical Problems ◽  
The Future ◽  
Effectiveness Of Training

The article reveals the problem of finding pedagogical conditions of the formation of a sanitary and hygienic culture of future engineer-teacher in the field of food technologies. The peculiarities of the formation of sanitary and hygienic culture in future specialists in the educational process of higher education are highlighted. They will provide the following pedagogical conditions: providing positive motivation of future engineer-teachers of food technologies to form sanitary and hygienic culture through updating introduction of interdisciplinary links with the relevant software and methodological support; introduction of the discipline of free choice; using the potential of industrial practice to gain experience in the formation of sanitary and hygienic culture.The transition of the state from a planned to a market economy requires an increase in the competitiveness of food production, so the future engineer-teacher in the field of food technologies must meet high requirements for the level of ability and willingness to act effectively in professional activities, which involves solving various socio-psychological, economic and technical problems with the possibility of introducing new educational technologies. Purposeful activity in the direction of rethinking the formed stereotypes, the search of new pedagogical approaches in terms of increase of own professional readiness and professional and personal qualities will allow the future engineer-teacher on completion of the higher education institution to possess a complex of engineering and pedagogical knowledge necessary for future productive professional activity. The effectiveness of training depends on the environment of the higher education institution and specific conditions for the educational process, i.e., to establish the level of readiness of the future engineer-teacher, it is necessary to determine the pedagogical conditions to ensure an effective educational process. Keywords: pedagogical conditions; sanitation; hygiene; culture; food technologies; engineer-teacher; a discipline of free choice; educational process; internship.

scholarly journals FORMATION OF RESEARCH COMPETENCE OF FUTURE HIGHER SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 100 (1) ◽  
pp. 175-184
Author(s):  
М. В. Роганова ◽  
O. I. Чайка ◽  
С. С. Рашидова
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Competence ◽  
The Future ◽  
Teachers And Students ◽  
The Individual

The article reveals the theoretical aspects of the problem of forming the research competence of future teachers of higher education, which is associated with the transition to a unified European education system and the renewal of the educational process of higher education with an orientation towards the formation and development of the personality of a competent teacher-researcher who owns the technology of scientific and pedagogical activity. The necessity of the development of the intellectual consciousness of the future teacher of higher education, which determines the style of scientific thinking, is substantiated by the main indicators of consistency, dynamism, problematicity, categoricality, reflexivity, evidence, predictability, projectivity, search ability, creativity. The authors have revealed the structure and the content of the research competence of the future teachers of higher education. The structural components of the research competence of future teachers of higher education are highlighted: cognitive, diagnostic, project constructive, technological, reflective, communicative. The pedagogical conditions for the formation of research competence of the future teacher of higher education are scientifically substantiated: motivational and value, creating needs and determining the persistent positive motivation of the future teacher of higher education in mastering research qualities; meaningful and constructive, which combine the individual and technological capabilities of scientific and pedagogical activity and the requirements of the forthcoming professional activity of a teacher of higher education; organizational and pedagogical, determining the establishment and retention of pedagogically expedient relationships between teachers and students, based on cooperation and mutual interest in research; reflexive-corrective, contributing to the analysis, accounting and correction of the process and the result of the formation of research competence in future teachers of higher education.

scholarly journals Formation of the communicative culture of a social teacher in the process of professional training at a pedagogical university

2020 ◽  
Author(s):  
Н.Н. Петрищева
Keyword(s):  
Theoretical Analysis ◽  
Professional Training ◽  
Educational Process ◽  
Diagnostic Tools ◽  
Educational Organizations ◽  
Social Pedagogy ◽  
The Future ◽  
The Creation ◽  
Effective Development ◽  
Number Of Authors

Актуальность статьи обусловлена необходимостью изучения психолого-педагогических условий формирования коммуникативной культуры будущих социальных педагогов в условиях профессиональной подготовки в педагогическом вузе, необходимостью поиска новых способов и методов создания условий для эффективного развития коммуникативной культуры студентов направленности (профиля) «Социальная педагогика и психология». Целью статьи является разработка программы мероприятий, способствующих созданию новых условий формирования коммуникативной культуры будущего социального педагога с учетом дистанционных форм организации учебного процесса. В статье описан проведенный теоретический анализ научных трудов ряда авторов (педагогов, психологов, социологов); выделены и уточнены основные дефиниции исследования; описаны диагностируемые показатели; выбран диагностический инструментарий для их оценки. Описаны ход эксперимента, его результаты и выводы; доказана актуальность выбранной темы. Статья предназначена для работников сферы образования, исследователей, руководителей образовательных организаций. The relevance of the article is due to the need to study the psychological and pedagogical conditions for the formation of the communicative culture at future social teachers in the conditions of professional training in a pedagogical university, the need to search for new ways and methods of creating conditions for the effective development of the communicative culture of students of the orientation (profile) "Social Pedagogy and Psychology". The purpose of the article is to develop a program of activities that contribute to the creation of new conditions for the formation of the communicative culture of the future social teacher, taking into account the distance forms of organizing the educational process. The article described the theoretical analysis of the scientific works of a number of authors (teachers, psychologists, sociologists), highlighted and clarified the main definitions of the study, described the diagnosed indicators and selected diagnostic tools for their assessment. The course of the experiment, its results and conclusions were described, the relevance of the chosen topic was proved. The article is intended for educators, researchers, heads of educational organizations.

scholarly journals The professional training of a future biology teacher: basic theories of natural scientific discourse

2019 ◽  
Vol 66 (3) ◽  
pp. 76-82
Author(s):  
Nadezhda Gramatik
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Biology Teacher ◽  
Biology Teachers ◽  
Pedagogical Training ◽  
The Future ◽  
New Formation

The dynamic development of modern society dramatically changes the educational orientations and priorities. This is especially true of the higher education system, which must respond in a timely manner to the new challenges for the preparation of competitive future professionals. The renewal of the philosophy of school natural education, due to the need for its correlation with the current level of scientific knowledge, as well as with the realities of the modern world. In this connection, there is a problem of professional training of the future biology teacher of the new formation, oriented on innovative pedagogical activity. The recognition of the modern teacher as the subject of innovative changes defines new targets in his vocational training system. The problem of professional training of the future biology teacher does not lose its relevance. The new paradigm of science education necessitates constructive changes in the professional training of the future teachersubjectist. First of all, the process of becoming a future teacher should be professionally and pedagogically oriented. An important component of the professional development of a modern biology teacher is his personal qualities formed in the process of pedagogical training that determine the professional orientation of the future specialist. In this regard, the professional training of the future teacher of the natural sector should integrate in the content of higher education the idea of developing the creative potential of the student's personality, the recognition of students as subjects of the educational process. And the process itself, the formation of the professional competence of the future teacher, should be guided by modern natural science knowledge. The peculiarity of teaching biology in high and high school requires the modern teacher to have specific qualities, which in the conditions of the New Ukrainian School are of particular relevance. Among the most significant are the responsibility of the teacher for the results of his teaching activities. At present, the modern school is waiting for a teacher of a new formation, which is characterized by creative thinking, innovative pedagogical activity, the ability to self-reflection, which significantly expands its role functions. The development of new directions in the training of biology teachers objectively requires a rethinking of the content, forms and methods of pedagogical education, development of new approaches to teaching. In addition, the focus on European educational standards, necessitates the study of foreign teacher training experience in the context of innovation. Thus, the European vectors for the development of higher education in Ukraine necessitate changes in the methodological and psychological-pedagogical foundations of modern higher education of future biology teachers. It is the practice-oriented character of the pedagogical training of the future teacher that will provide the updating of the content of the system of vocational training of future teachers, which will significantly increase its competitiveness.

scholarly journals Regulation of the Institute of Higher Education in Modern Conditions: Risks of Personalization

2020 ◽  
pp. 39-43
Author(s):  
Evgeniya Vasilievna Konischeva
Keyword(s):  
Higher Education ◽  
Personality Traits ◽  
Learning Outcomes ◽  
Education System ◽  
Professional Training ◽  
Educational Process ◽  
Basic Training ◽  
Higher Education System ◽  
The Future ◽  
Made In

The paper reveals the features of the functioning of the institution of education in the context of trans-formation, instability and risks of personalization. Modern circumstances confirm the inevitability of planned and coordinated innovative activities of participants in the educational process at all stages in the higher education system. The student must clearly understand the purpose of educational activi-ties, analyze and assess their abilities in obtaining education, understand the degree of individual re-sponsibility to themselves, relatives and society for the learning outcomes. However, the mass character of education and the diversity of levels of basic training, intellectual capabilities, and personality traits create additional difficulties in organizing a personalized educational process. An attempt made in this work to generalize and evaluate such experi-ence will allow us to identify the positive compo-nents and identify the risks of personalization in order to minimize them in the future to increase the effectiveness of professional training.

scholarly journals STRUCTURAL COMPONENTS OF THE FORMATION OF SANITARY AND HYGIENIC CULTURE OF FUTURE ENGINEER-TEACHER OF FOOD PROFILE IN THE PROCESS OF PROFESSIONAL TRAINIING

2021 ◽  
pp. 57-63
Author(s):  
Vyacheslav Lyulchenko ◽  
Larysa Suslo
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Structural Components ◽  
Higher Education System ◽  
Stage Of Development ◽  
The Future

The article investigates the phenomenon of professional training of the future engineer-teacher of food profile for the formation of sanitary and hygienic culture in professional activity. The structural components are highlighted and their content is analysed: motivational, cognitive (knowledge of conceptual and terminological culture, awareness of methods and means of forming a professional sanitary and hygienic culture of a food engineer-teacher, etc.), activity (ability to organize and form a sanitary and hygienic culture; ability to increase students’ level of sanitary and hygienic culture, etc.).The current stage of development of the higher education system places high demands on the professional and personal qualities of a scientific and pedagogical worker. Implementation of the main tasks of the National Strategy for Education Development in Ukraine requires further improvement of higher education institutions, in particular: introduction of a multi-level education system compatible with the European one; ensuring the fairness and transparency of entrance examinations; creation of innovative structures in higher education institutions; development of international cooperation in the field of education and science; reorientation of the higher education system to the development of competencies specific to the number of specializations during practice and further additional education.Society places new demands on the future engineer-teacher of food profile, who must have deep moral values, a clear civic position, a system of values and beliefs, be ready for creative development and self-improvement and carry out professional activities at a high level. Therefore, in addition to the formation of a harmoniously developed personality, it is necessary to pay attention to the formation of professional competence of the future specialist in the food industry. This need can be realized through the introduction of conceptual approaches to vocational training, retraining and advanced training of teachers for the system of vocational education, the main of which are updating the goals and content of vocational engineering and pedagogical education based on activity approach and personal orientation, updating the competency paradigm taking into account the international experience for the integration of the educational space in accordance with European requirements. Keywords: sanitation; hygiene; culture; food profile; pedagogical engineer; professional training; components; indicators; educational process; readiness.

scholarly journals GAMING FORMS AT FOREIGN LANGUAGE LESSONS AS A MEANS OF IMPROVING STUDENTS MOTIVATION TO STUDY ECONOMIC VOCABULARY

2019 ◽  
pp. 151-161
Author(s):  
Nataliia TYMOSHCHUK
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Training ◽  
English Language ◽  
Educational Process ◽  
Game Form ◽  
Cognitive Approach ◽  
Language Classes ◽  
The Future ◽  
Game Forms

The article investigates the problem of increasing the motivation of students of nonlinguistic higher education institutions to study the new scientific (economic) English vocabulary through the use of game techniques at foreign language classes. The motivation of the higher education institution student who studies a foreign language is a necessary component of the educational process. Today much attention is paid to the professional training of the future specialists, to the person adapting to the current conditions of the Ukrainian society development. We have become aware of the dominant role of language education. A specialist who speaks a foreign language has better prospects in job searching, studying abroad, participation in international projects and conferences, and getting acquainted with foreign professional experience. Our state is integrating into the European educational, economic and socio-cultural space. That’s why, a foreign language mastering is also necessary for the implementation of such an aspect of professional activity as the establishment of international contacts. These aspects, of course, determine the structure, goals, content and features of the educational process organization. The motivational and necessary pedagogical conditions for ensuring the qualitative professional training of the future specialist have been searched for an effective motivation of university students to study a foreign professional language, because effective use of motivation allows identifying internal reserves of personality for its development, education and upbringing. Motivation can affect both the performance of activities and the development of the personality. The aim of the article was to research the problem of increasing the students’ motivation of nonlinguistic higher institutions of education to study the new scientific (economic) English vocabulary through the use of game techniques at foreign language classes. The main form of teaching a foreign professional language at the university is a lesson. We tried to find out what students of the faculty of management and law of the Vinnytsia National Agrarian University prefer to do at the foreign language classes. It was found that 36% of respondents have choses classes on the new professional terms memorizing; 24% of students have given priority communicative skills; spoken language is prevalent for 22% of respondents; writing various statements and documents is the main thing for 8% of future managers, 10% attend classes to assess their level. So, the vast majority of students of the faculty of management and law of Vinnytsia National Agrarian University want to study new professional vocabulary at their English lessons. The results of monitoring on problem existing, the optimal form of new term memorizing and the most effective means of teaching and memorizing vocabulary among students of the faculty of management and law of Vinnytsia National Agrarian University are presented. A comparative analysis of the students’ marks and successes before and after the game forms application at the classes of foreign professional language is conducted. It is noted that mastering foreign language professional vocabulary is a key component of a foreign professional language, it enables to increase the efficiency of the educational process, contributes to the formation of a competent specialist who is competitive in modern conditions. The game forms of foreign professional economic vocabulary studying enhance the ability of students to memorize new English-language professional terms effectively. At our foreign language classes we have used three well-known vocabulary games, i.e. I Have Who Has, the Fly Swat Game, and puzzles for vocabulary training for two months (eight lessons). It should be noted that before the experiment two students (4%) had excellent marks; 20 students (40%) had good marks, 23 (46 %) students had "D" and "E" marks; 5 students (10%) received "FX". These studies have shown the effectiveness of using game techniques for studying foreign economic vocabulary. It was found that three students (6%) received excellent marks; 24 students (48%) received good marks; 22 students (44%) had "D" and "C" marks; only one student had a "FX" rating. We agree that the evaluation system is an integral part of the game technique, because it aims to ensure the control of the quality of the acquired knowledge. Of course, such a system performs both control and self-monitoring function. The content of the game form is determined, undoubtedly, by its educational objectives.However, games significantly increased the vocabulary of students; they also led to an increase of their motivation to study a foreign professional language. We think that vocabulary memorizing depends on the rationally, conscious perception of terminology by the recipients (students). We note that the cognitive approach is actively developing both in Ukrainian and world psychology, cognition, psychonometrics, psycholinguistics and linguistics, is intended to solve a difficult task. It consists both in memorizing foreign words and expressions and mastering the concepts, phenomena, processes, mechanisms. The more informed decisions student take in choosing the word, the higher the level of his cognitive awareness, the better the word is memorized. Thus, the use of game techniques increases the ability of students to remember new words, because they activate their cognitive activity. It is proved that the analyzed form of economic vocabulary teaching significantly improves the ability of students to memorize the new English-language professional terms effectively, increased their motivation to study the new terminology of the business English language. This publication has not researched all the aspects of the multifaceted nature of the problem under study, therefore, further research is considered promising. It is recommended to analyze the cognitive approach in teaching students of English terminology.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Features of teaching the discipline "Didactics of higher education" in non-pedagogical specialties

2019 ◽  
Author(s):  
Anna Stareva
Keyword(s):  
Higher Education ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Professional Activity ◽  
Education Students ◽  
Professional Programs ◽  
Process Formation ◽  
The Future ◽  
Student Training

The author reveals the necessity of introducing into the educational and professional programs of preparation of masters of non-pedagogical specialties of the discipline "Didactics of higher education". Formation of pedagogical competences of the teacher of the higher school will allow the future specialists professional activity in the institutions of higher education. The article reveals the essence of didactic competence and peculiarities of its formation in higher education students in the current conditions of organizing the initial process. The competency approach should permeate all aspects of student training. Therefore, a special (didactic) competence should be included in the list of the graduates' learning outcomes. The didactic competence is the ability to apply knowledge of psychology and pedagogy (didactics) in the educational process of higher education institutions. In the orientation of the educational and professional program of the master of non-pedagogical specialties it is necessary to enter competencies that allow him to engage in teaching activities. General competences add to the ability to carry out pedagogical activities using innovative educational technologies, and special competences add to the ability to organize the educational process and carry out scientific research in order to solve topical problems of the theory, methodology, organization and practice of higher education students. One of the most important compulsory (normative) disciplines that enable the future specialist to teach special and professional disciplines in higher education institutions should be "Didactic of Higher Education". This is the main feature of forming didactic competence in higher education institutions. But the competent approach in higher education does not come down to a separate discipline, but because the phenomenon of integral and dynamic develops in the process of formal, non-formal and informal education and is in constant development and self-development. All stages of preparation of the master of non-pedagogical specialties for teaching activity should be directed on achievement of the main purpose of the educational process — formation of pedagogical competences of applicants of higher education.

scholarly journals CONCEPTUAL FOUNDATIONS OF PROFESSIONAL TRAINING OF FUTURE PRACTICAL PSYCHOLOGISTS

2020 ◽  
pp. 137-141
Author(s):  
V. M. Synyshyna
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
World View ◽  
Educational Process ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Social Phenomena ◽  
Fundamental Knowledge ◽  
The Individual ◽  
Conceptual Foundations

The scientific achievements of leading scientists on the selected theme are analyzed and leading ideas, concepts, and main definitions of the research are identified in the article. The creation of proper psycho-didactic conditions in institutions of higher education, which serve as a basis for the formation of professionally significant competences, the development of personal creative potential and active public position in future practical psychologists, is updated. It is argumented that the educational system built on the conceptual foundations of professional training makes it possible to effectively content the educational disciplines, and therefore effective fundamental knowledge, professional-oriented skills, advanced skills, professional norms and values, which have the highest degree of generalization of social phenomena and processes. It is proved that the concept of the study of practical psychology combines professional methodological, philosophical and general scientific principles and scientific-methodological approaches, which are directed at the revealing future professional activity. The outlined conceptual foundations of professional training allow us to modify the educational process in higher education according to the individual needs of future practical psychologists. The methodological analysis of educational phenomenon of practical psychology in institutions of higher education on four basic levels is offered: philosophical-theoretical (evolutionary-theoretical formation of the specialist and his or her effective functioning), methodological (formation of the system of world-view and semantic individual formations for realization of individual’s educational skills and abilities), specific-scientific (acquisition of fundamental knowledge about professional activities) and technological (effective use of methods and techniques of research for acquisition of true empirical knowledge). The conclusion about the importance of outlining of conceptual foundations in the system of professional training of future practical psychologists is made.

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