scholarly journals ADAPTATION OF FUTURE LAWYERS TO PROFESSIONAL ACTIVITY: PROPAEDEUTICS IN THE EDUCATIONAL PROCESS IN COLLEGE

2021 ◽  
pp. 95-102
Author(s):  
Юлия Викторовна Августова
Keyword(s):  
Educational Process ◽  
Educational Activity ◽  
Interactive Methods ◽  
Professional Competencies ◽  
Professional Activity ◽  
Practical Training ◽  
Actual Problem ◽  
Professional Activities ◽  
Gradual Development ◽  
Student Goal Setting

Представлены результаты исследования, затронувшего актуальную проблему системы профессионального юридического образования, – степень соответствия специалиста требованиям рынка труда, а также повышение качества их практической подготовки. Научно обоснована эффективность применения практико-ориентированных технологий в образовательном процессе колледжа с целью успешной адаптации будущих юристов в профессиональной деятельности. В качестве основного метода исследования выступил педагогический эксперимент, целью которого стала апробация практико-ориентированных технологий в процессе обучения. В исследовании использованы методы анализа и обобщения, опрос, тестирование, педагогическое наблюдение и методы математической статистики. Представленные практико-ориентированные технологии направлены на овладение обучающимися профессиональных компетенций и предусматривают поэтапное прохождение студентом трех модулей: целеполагание дидактических циклов, отбор оптимальных средств с учетом особенностей этапа обучения, реализация образовательной деятельности, характеризуемой интеграцией проектной и проблемной технологий при соблюдении условия дифференцированного обучения. Введение в образовательный процесс практико-ориентированных технологий обучения студентов колледжа – будущих юристов, предусматривающих поэтапное освоение знаний и умений, позволяет на достоверном уровне сформировать основные профессиональные компетенции у обучающихся с целью их успешной адаптации в будущей профессии юриста. Применение в процессе обучения деятельностных и интерактивных методов, введение имитационного моделирования и проектирования, а также технологии решения ситуационных задач можно рассматривать в качестве эффективного инструмента формирования у студентов профессионально-ориентированных умений и навыков. The article presents the results of the study that touched upon the actual problem of the system of professional legal education – the degree of specialist’s compliance with the requirements of the labor market as well as the improvement of the quality of their practical training. The aim of the study is to scientifically substantiate the effectiveness of practiceoriented technologies in the educational process of the college in order to successfully adapt future lawyers in professional activities. The main method of research is a pedagogical experiment, the purpose of which is approbation of the developed author’s methodology. Also, the study used methods of analysis and generalization, questioning, testing, pedagogical observation and methods of mathematical statistics. The presented practice-oriented technologies are aimed at mastering students’ professional competencies and provide for the gradual passage of three modules by the student: goal-setting of didactic cycles, selection of optimal means taking into account peculiarities of the training stage, implementation of educational activity characterized by integration of project and problem-based technologies while observing conditions of differentiated training. According to the results obtained during the implementation of the pedagogical experiment, the introduction of practice-oriented technologies in the educational process of training college students of future lawyers, providing for the gradual development of knowledge and skills, allowed to form the basic professional competencies of students at a reliable level. Thus, the use of activity and interactive methods in the learning process, the introduction of simulation modeling and design, as well as technology for solving situational tasks can be considered as an effective tool for shaping students’ professional-oriented skills and abilities.

Use of hardware and software complexes (simulators) in practical training of trainees

2021 ◽  
Vol 2 (3) ◽  
pp. 291-295
Author(s):  
A. V. Palitsyn
Keyword(s):  
Information Technologies ◽  
Educational Process ◽  
Simulator Training ◽  
Educational Activity ◽  
Professional Competencies ◽  
Vocational Education And Training ◽  
Professional Activity ◽  
Practical Training ◽  
Software Complex ◽  
Professional Activities

Educational activity in the form of practical training provides for the demonstration of practical skills, the implementation, modeling by students of certain types of work to solve practical problems related to future professional activities in conditions close to real production.Practical training in preparation for professional activity has become an integral part of the educational process and the use of simulator training makes a significant contribution to this concept, given the fact that, under the conditions of transport security, it is not always possible for students to access real production facilities. Information technologies bring additional opportunities to the educational process in the development of professional competencies. The use of training complexes is becoming widespread in the railway industry in the development of educational programs of secondary vocational education and training of qualified personnel.In accordance with the decisions of the Program of Interaction between JSC "Russian Railways" and University Complexes of Railway Transport until 2025, training of qualified specialists ofJSC "Russian Railways" in the future of the program for the development of structural divisions and the development of the material and technical base of universities, the laboratory on specialty 23.02.01 Organization of transportation and management of transport (by type), which is a hardware and software complex "Train district dispatcher / duty at a railway station". The purpose of implementing a simulator is to improve the ability of students to skillfully apply professional competencies in train work, be able to competently use the knowledge gained in emergency and non-standard situations, make optimal decisions in operational work, and implement a system of measures to prevent defects in the production process.

scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

scholarly journals ON THE QUESTION OF THE FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE CORRECTIONAL TEACHERS IN THE PROCESS OF PRODUCTION PRACTICE

2021 ◽  
pp. 9-20
Author(s):  
Милена Аванесовна Акопова ◽  
Инна Васильевна Плюснина
Keyword(s):  
Vocational Education ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Control Group ◽  
Practical Implementation ◽  
Practical Training ◽  
Future Teachers ◽  
Additional Training ◽  
Training Modules

Введение новых федеральных государственных образовательных стандартов среднего профессионального образования требует определенных изменений в организации образовательного процесса, в частности его большей практикоориентированности. Современная педагогическая практика остается фактически единственно доступным вариантом получения первичного опыта будущих педагогов. Между тем, несмотря на всю их значимость, многие исследователи отмечают пробелы в ее организации, что сказывается и на уровне развития профессиональных компетенций выпускников. Целью представленного исследования является изучение особенностей развития профессиональных компетенций будущих учителей начальных классов и начальных классов КРО в процессе прохождения производственной педагогической практики. В качестве материалов изучения были использованы работы, посвященные рассмотрению вопросов производственной педагогической практики в различных образовательных учреждениях, а также результаты экспериментального исследования на основе модульных технологий. Представлены данные психолого-педагогического исследования по развитию профессиональных компетенций студентов-педагогов, в основу которого положена разработка дополнительных учебных модулей, ориентированных на самостоятельную практическую работу студентов, в частности в рамках практической подготовки. Методами исследования, помимо теоретического анализа, выступили психолого-педагогический эксперимент, анкетирование, методы статистической (количественной) и качественной обработки данных. Описаны результаты диагностики ожидаемого и субъективного роста уровня развития профессиональных компетенций по результатам прохождения производственной практики. The problem of improving the quality of training of future teachers remains relevant, despite numerous reforms in the field of vocational education. Employers, when assessing the competencies of graduates of pedagogical colleges and universities, note the lack of practical training. The graduates themselves note the difficulties in solving many practical issues that arise in the first days of their professional activity. The introduction of new federal state educational standards for secondary vocational education requires changes in the practiceoriented educational process. Modern pedagogical practice remains in fact the only available option for obtaining the primary experience of future teachers. However, many researchers note gaps in the organization of practical training of students. This affects the level of development of professional competencies of graduates. The data of the psychological and pedagogical research on the development of professional competencies of students-teachers are presented in the article. Our research is based on the idea of developing additional training modules aimed at independent practical work of students. Additional training modules offered to students included theoretical information, independent work aimed at creating a methodological development and its practical implementation. During the implementation of the experimental study, the authors diagnosed the expected and subjective increase in the level of development of professional competencies (based on the results of practical training). The results showed that the students who entered the experimental group and performed additional tasks in the course of practice in the studied modules had a slightly higher subjective assessment of the increase in the level of development of professional competencies after the internship than the students of the control group. Further research on these issues will provide more accurate data.

INTERACTIVE AS A PEDAGOGICAL INNOVATION IN AN INFORMATION SOCIETY

2019 ◽  
pp. 47-53
Author(s):  
М. Kozyr ◽  
О. Oliynyk
Keyword(s):  
Educational Process ◽  
Social Needs ◽  
Educational Activity ◽  
Interactive Methods ◽  
Professional Activity ◽  
Highly Qualified ◽  
Pedagogical Innovation ◽  
Interactive Technologies ◽  
The Future

The article analyzes the scientific sources on the classification of interactive technologies in primary and higher schools, presents the basic classifications of methods of interactive learning on the basis of various features: communicative functions, degree of involvement of participants in the educational process, forms of organization of educational activities, etc. The main problems in creating a unified classification of interactive methods have been identified. A new, practically oriented classification is developed, based on the sign of motivation of educational activity. Based on the research, we can state the need to create a new classification that would be universal for two levels of education - primary and higher education. The basis for its formation is a set of motives that each participant in the educational process pursues. The first group of methods are those that meet the social needs of the subjects of the educational process. These include the motive for self-expression and self-assertion in the group and the motive for achieving a collective goal. The second group of interactive methods is distinguished on the basis of motivating motives. Interviews aimed at meeting the vocational-value (training-value) needs make up the third group of classification. The fourth is interactive methods aimed at realizing cognitive motives. The fifth group of interactive methods, aimed at satisfying the mercantile motives in the future and synthesizing the previous varieties, is a set of all the above motives. The choice of methods in this category is aimed at a comprehensive realization of all educational needs that will find their way into future activities, including professional ones. In the course of the study, we came to the conclusion that the active use of interactive technologies at a new angle will facilitate the training of motivated and positively oriented students and highly qualified specialists, who are able to integrate theoretical knowledge and practical skills in the future professional activity.

POLY-ART APPROACH TO INSTRUMENTAL-PERFORMING TRAINING OF FUTURE TEACHERS OF MUSIC ART

2021 ◽  
pp. 98-103
Author(s):  
Tsuranova O.O. ◽  
Arzhanukhina S.V.
Keyword(s):  
Professional Training ◽  
Common Ground ◽  
Music Teachers ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Competencies ◽  
Necessary Condition ◽  
Practical Training ◽  
Musical Work ◽  
Musical Works

The article considers the implementation of a polyartistic approach in the educational process of instrumental and performance training of future music teachers, presents an alternative integrated-subject model of teaching a piano course based on general didactic principles and special methods of mastering musical works. The proposed model is developed from the perspective of the concept of interaction of arts which is realized by the current programs of secondary education.The purpose of the article is to justify the effectiveness of the integrative-subject model of teaching a piano course based on a polyartistic approach to the educational process using the principles of art pedagogy within the higher education system.It is noted that polyart education in a modern school puts forward fundamentally new requirements for a music teacher. His professional training should be based on integrative technologies that will promote the acquisition of special knowledge related to the ability to establish objectively existing links between a work of music and works of other arts, the ability to synthesize concepts, find common ground and implement a holistic, integrated, value-content analysis of a musical work. All these polyartistic skills, artistic knowledge belong to the essential characteristics of polyartistic competence, the formation of which becomes a necessary condition for artistic professionals.The concept of an integrated-subject model of piano teaching is based on a comprehensive polyartistic approach to the study of musical works, which is hinged on certain didactic principles and special methodological techniques, each of which cannot be distinguished; they all complement, interpenetrate, synthesize, accumulate in the educational process. The following didactic principles are considered: the principle of system-complex approach, which is focused on the combination of classroom, independent, extracurricular and professional-practical training of students; the principle of content and diversity, which allows the teacher to plan the technical, artistic and musical development of the student, taking into account his individual psychological characteristics and intellectual capacities; individual approach to the student, which involves the use of variability of the student’s curriculum depending on his performance capabilities and growth prospects; intra-subject, interdisciplinary integration and artistic synthesis, which forms polyartistic skills, develops in them polyartistic consciousness and thinking, cognitive interests in interaction with art.It is concluded that increasing the level of instrumental and performing training of future music teachers using the polyartistic approach equips them with a range of knowledge, skills and abilities that in the process of various educational activities are transformed into characteristics of a deeper categorical level, professional competencies, including polyartistic. The professional competencies developed by future specialists in the process of educational activity can be further transposed into their future professional and pedagogical activity.Key words: art education, piano performance, musical work, polyartistic competences, didactic principles, methodical receptions.

scholarly journals PRACTICAL TRAINING OF FUTURE PSYCHOLOGISTS: HOW TO ENSURE THE ACQUISITION OF PROFESSIONAL COMPETENCES

2021 ◽  
pp. 9-21
Author(s):  
Olena Halian ◽  
Zoryana Borysenko
Keyword(s):  
Success Factors ◽  
Social Role ◽  
Quality Criteria ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Practical Training ◽  
Activity Levels ◽  
The Individual ◽  
Process Context

Abstract. The purpose of the article is to reveal the scientific and applied issues of organization and content of internship as components of the preparation of students of psychology for professional activities. In the article, internship represented as a component of the educational process, a practice-oriented element of acquiring professional competencies and as an environment for forming a value attitude to future professional activity. The main generalizations are made on the basis of the following methods: analysis of activity products (practice reports), observation of students᾿ work during the implementation of professional functions at the practice base, design of success factors and quality criteria of students᾿ acquisition of professional competencies, analysis of students᾿ inquiries on problematic issues of performance of tasks provided by the content of practice and professional self-determination in view of «immersion» in the profession. The obtained results showed: the content aspect of the internship program is determined by the need to objectify the knowledge component of student training in practical skills to solve problems of professional activity; the logic of stages in the construction of their activities during the testing of psychotechnologies of psychological care must be best consistent with the logic of working out the client᾿s problems and his request, the formulation of tasks allows them to perform at the individual-creative and personal-activity levels. The dependence of the content-process context of the tasks of internship and qualitative indicators of professional identification and adaptation of applicants to the new social role – psychologist is recognized. Among them: professionalization of thinking, personal and value attitude to professional activity, actualization of personal resources of mastering professional competencies, integration of personal and professional qualities, ability to self-reflection, motivation for self-development in the profession.

scholarly journals Professional competencies in the model of forming a professional-subjective attitude of the medical university students

2019 ◽  
Vol 70 ◽  
pp. 02001
Author(s):  
Ekaterina Bondarenko ◽  
Lyubov Khoronko ◽  
Aleksandra Artyukhina ◽  
Yana Rodye
Keyword(s):  
University Students ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Competencies ◽  
Professional Experience ◽  
Professional Activities ◽  
Cognitive Component ◽  
Personal Qualities ◽  
Medical University

The article deals with the categories of competency as the ability to apply knowledge, skills and personal qualities for successful and future professional activities and students’ professional-subjective attitude as an integrative personality trait, manifested in the willingness to master professional experience and based on the independent development of professional and personal qualities through initiative inclusion in creative professionally oriented activities. The formation of a professional-subjective attitude provides the basis for the development of professional competencies, which, in turn, are the key goal and the result of the educational process. The paper proposes a model for the formation of the professional-subjective attitude of the medical university students. The motivational, cognitive, professional-practical and professional-medical components are distinguished. The motivational component includes the motivation of a student to learn, to get a profession, to form a professional-subjective attitude and also involves self-estimation of the attitude by the student himself. The cognitive component considers the process of forming a professional-subjective attitude in the student’s educational activity (moreover, this process is conscious). The professional-practical component involves the formation of a professional-subjective attitude of students through activities in the educational environment attitude and problems solving.

scholarly journals ROLE AND PLACE OF INFORMATION AND ANALYTICAL SYSTEMS IN IMPROVING QUALIFICATION OF TEACHERS OF INFORMATICS

2019 ◽  
Author(s):  
Dmytro Pokryshen ◽  
Serghij Oleksijenko
Keyword(s):  
Professional Growth ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Activity ◽  
Information Culture ◽  
Professional Activities ◽  
Ict Infrastructure ◽  
The Individual ◽  
Types Of Information

In the article types of information-analytical systems are considered, their classification is made. The analysis of researches on the problem of introduction of IAS in business and educational processes of the educational institution is carried out. The components of these systems and the main content technological lines, which should be considered when improving the qualification of teachers of informatics, are determined. The kinds of IAS that are used by the teachers of informatics in their professional activity and perspectives from which IAS should be considered in the educational activity are considered: database management systems, Internet information resources. Their analysis, criteria and indicators influencing efficiency and effectiveness are presented. The place of information-analytical systems in the professional activity of the teacher of informatics is determined. The problems faced by the system of postgraduate pedagogical education for the support of informatics teachers at advanced training courses are outlined with the aim of teaching designing of information-analytical systems, development of informational competences and raising the level of information culture of all subjects of educational process. The design and development of IAS by pupils and teachers ensures the objectivity of learning activities, the acquisition of academic achievements by students (participation and victories in competitions, tournaments, competitions), the release of their creative potential, the continuous professional growth of the teacher, the orientation of the educational process to the development of the individual and the satisfaction of his educational needs, development of software and hardware ICT infrastructure of an educational institution. Understanding the ability of the teacher to use IAS in their professional activities can significantly improve management organization and conduct the educational process, develop information culture of all subjects of the educational process.

scholarly journals PEDAGOGICAL CONDITIONS OF TRAINING OF FUTURE JUNIOR SPECIALISTS IN LAW BY MEANS OF INTERACTIVE TECHNOLOGIES

2020 ◽  
pp. 99-103
Author(s):  
Kelemen R.Yu.
Keyword(s):  
Vocational Training ◽  
Professional Competence ◽  
Bologna Process ◽  
Educational Process ◽  
Educational Activity ◽  
Interactive Methods ◽  
Creative Development ◽  
Interactive Technologies ◽  
Professional Activities ◽  
Integration Of Disciplines

На сучасному етапі державотворення в контексті євроінтеграційного поступу України, модернізації освітньої галузі з урахуванням вимог Болонського процесу актуалізується проблема формування про-фесійної компетентності майбутніх молодших спеціалістів із правознавства. Багатовимірність впливів на процес становлення професіонала потребує пошуку оптимальних шляхів вирішення завдань теоре-тико-методологічної підготовки фахівців цього профілю. Це уможливлюється шляхом оптимізації про-фесійної підготовки майбутніх молодших спеціалістів із правознавства, зокрема шляхом використання сучасних і дієвих інтерактивних педагогічних технологій. Проблеми вдосконалення професійної підго-товки в закладах юридичної освіти, підвищення ефективності освітнього процесу вимагають не лише перегляду існуючої методики викладання дисциплін професійно-практичного циклу, а й обґрунтування і перевірки педагогічних умов, необхідних для забезпечення успішності здійснюваної діяльності.На основі проведеного аналізу психолого-педагогічної літератури та власного педагогічного досві-ду виокремлено такі педагогічні умови підготовки майбутніх молодших спеціалістів із правознавства засобами інтерактивних технологій:занурення студентів у професійно зорієнтоване мотиваційне сере-довище шляхом використання інтерактивних технологій; міждисциплінарна інтеграція дисциплін про-фесійно-практичного циклу шляхом використання інтерактивних форм і методів навчання; практико зорієнтована спрямованість підготовки майбутніх молодших спеціалістів із правознавства в коледжах; активізація індивідуалізованої самоосвітньої діяльності студентів засобами інтерактивних технологій.Використання інтерактивних методів навчання у викладанні юридичних дисциплін дає змогу від-творити і змоделювати професійну діяльність молодших спеціалістів із правознавства, стимулює, акти-візує й інтенсифікує навчальну діяльність і спілкування студентів, дає можливість випробувати себе в різних типах рольової поведінки, скорочує відстань між навчанням і реальними професійними ситу-аціями, вчить контролювати почуття і емоції, дозволяє розширити і поглибити процес професійного самовизначення, самовдосконалення і творчого розвитку студентів. At the modern stage of state formation in the context of Ukraine’s European integration progress, modernization of educational field taking into account requirements of the Bologna Process, the problem of formation of professional competence of future junior specialists in law is actualized. The multidimensional influence on the process of becoming a professional requires finding the best ways to solve tasks of the theoretical and methodological training of specialists of this profile. It becomes possible through the optimization of vocational training of future junior specialists in law, in particular by means of using modern and effective interactive pedagogical technologies. Problems of improvement of vocational training in the institutions of legal education, improving the efficiency of the educational process requires not only revising the existing methodology of teaching disciplines of the professional-practical cycle, but also substantiation and verification of pedagogical conditions, which are necessary for ensuring the success of ongoing activities.Based on the analyses of psychological and pedagogical literature and own pedagogical experience it has been distinguished such pedagogical conditions of training of future junior specialists in law by means of interactive technologies: immersing students in a professionally motivated environment through the use of interactive technologies; interdisciplinary integration of disciplines of the professional-practical cycle through the use of interactive forms and methods of study; practically oriented direction of training of future junior specialists in law in colleges; activization of individualized self-educational activity of students by means of interactive technologies.The use of interactive methods of study in teaching legal disciplines makes it possible to recreate and model professional activities of junior specialists in law, stimulates, activates and intensifies educational activity and communication of students, gives an opportunity to test yourself in different types of role behavior, reduces the distance between studying and real professional situations, teaches to control feelings and emotions, allows to expand and deepen the process of professional self-determination, self-improvement and creative development of students.

scholarly journals METHODS OF FORMING MATHEMATICAL MOBILITY OF FUTURE ENGINEERS IN HIGHER MATHEMATICS CLASSES

2021 ◽  
Vol 1 ◽  
pp. 270-281
Author(s):  
Irina Khomyuk ◽  
Svetlana Kyrylashchuk ◽  
Victor Khomyuk ◽  
Zlata Bondarenkо ◽  
Iryna Klieopa
Keyword(s):  
Higher Education ◽  
Readiness To Change ◽  
Modern Society ◽  
Educational Activity ◽  
Interactive Methods ◽  
Professional Activity ◽  
Professional Mobility ◽  
Education Today ◽  
High Level ◽  
Education Process

Continuous education today is a major feature of modern society. In order to ensure the competitiveness of future professionals who obtain higher education within the walls of the Institutions of Higher Education, the education process should be aimed at ensuring a high level of professional knowledge as well as the formation of graduates' adaptability to changeable modern production.  Since for a future engineer knowledge of higher mathematics is the basis for solving complex problems of a production nature, it can be argued that they are part of professional mobility. The implementation of technologies for the formation of professional mobility in higher mathematics has made it possible to note that the readiness to change activities can be considered not only in the context of changing professional activity, but also in the process of students’ educational activity. And this, in turn, made it possible to determine the «mathematical mobility». The purpose of the article is to theoretically substantiate and practically test the methods of forming mathematical mobility of future engineers in higher mathematics classes. The experiment used competency-oriented tasks, test tasks in higher mathematics, built on the basis of Bloom's taxonomy, developed interactive methods for conducting practical classes in the process of studying higher mathematics. The results of the experiment showed the effectiveness of the proposed innovative technologies in the process of fundamental training of future engineers.  

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