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.

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.

scholarly journals TEACHING MACHINE TRANSLATION TO THE STUDENTS MAJORING IN THE HUMANITIES

2019 ◽  
Vol 71 (3) ◽  
pp. 122
Author(s):  
Alla M. Bogush ◽  
Tetiana M. Korolova ◽  
Oleksandra V. Popova
Keyword(s):  
Machine Translation ◽  
Computer Technology ◽  
Educational Process ◽  
Interactive Methods ◽  
Professional Activity ◽  
Original Text ◽  
Professional Competency ◽  
Professional Literature ◽  
Modern Computer ◽  
The Future

Problems of machine translation (MT) are currently the most topical vectors determining the development of translators’ proficiency content, which is reflected in the diversity of approaches to improving the algorithms of knowledge applications in this field. We recognize the urgency of theoretical substantiation of the students’ training quality (we mean the training of the future philologists and translators) in terms of using ICT, since their proficiency in the designated sphere might facilitate their natural and rapid adaptation to professional activity and competitiveness in the labour market. The analysis of professional literature showed the importance of using computer technology while training future translators in machine translation and proved that not all the reserves for its effective provision have been used. The urgency of the problem and lack of its proper development stipulated the purpose of the article ‒ to analyse and develop educational tools that contribute to the formation of a system of knowledge and skills related to the use of modern computer technologies in the process of professional activity (on the material of the English, Chinese and Ukrainian languages). A spectrum of the MT programs classified based on human’s involvement in the process of converting the original text into a target text (FAMT, HAMT, MAHT) has been represented in the article. The criteria (professional competency of the future translators in the field of the English-Ukrainian MT, professional competency of the future translators in the Chinese-Ukrainian MT), indicators (content-significant, procedural-technological and lexicographic search-oriented) and levels (high, sufficient, satisfactory, low) specifying the degree of students’ proficiency (knowledge, skills and abilities) in using modern computer technology within the framework of profession-oriented activities have been elaborated. The proposed authors’ teaching techniques included the use of the competence-oriented and context-based approaches to the educational process, the integration of traditional and new interactive methods / forms of learning, the combination of classroom and extra-class activities involving ICT. We see the prospects of our research in the further study of educational aspects of machine translation grounded on the latest developments in the fields of comparative linguistics and general theory of translation (theory of regular correspondences, methods of representing knowledge, optimizing and improving linguistic algorithms, in particular).

scholarly journals Usage of an Agreement Design Wizard in Agrarian Law Study as an Interactive Learning Method

2018 ◽  
Vol 4 ◽  
pp. 12-15
Author(s):  
Olga V. Popova ◽  
Keyword(s):  
System Analysis ◽  
Practical Experience ◽  
Educational Process ◽  
Interactive Methods ◽  
Practical Significance ◽  
Professional Activity ◽  
Interactive Technologies ◽  
Agrarian Law ◽  
Substantive Law ◽  
Independent Work

Purpose. The article describes the use of one of the interactive methods of teaching: the constructor of contracts in practical classes on Agrarian Law. Methodology: on the basis of the system analysis of scientific literature and practical experience of the author the conclusion about the need to reduce the contact work with the student to increase the efficiency of independent work of students and interactive technologies. Summary. The contract designer is considered as one of the ways of mastering the competence of application of normative legal acts, implementation of the norms of substantive law in professional activity and skills of preparation of legal documents. Scientific and practical significance. The author’s conclusions can be useful in teaching Agricultural Law in the construction of lessons based on the constructor method of treaties for the study of other types of contracts: supplies, contract, etc. This technology helps to engage students in the educational process, is of interest to the subject, is assessed as practically useful.

scholarly journals LEGAL PRINCIPLES FOR DEMOCRATIZATION OF CONSCIOUSNESS IN THE FUTURE TEACHER OF ENGLISH

2021 ◽  
pp. 179-184
Author(s):  
Olha Kobriy ◽  
Mariana Broda
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Individual Characteristics ◽  
Educational Process ◽  
Social Needs ◽  
Future Teacher ◽  
Professional Activity ◽  
The Future ◽  
Legal Competence ◽  
Positive Motivation

Democratization of consciousness in the future teacher is manifested in aspirations to take into account his individual characteristics, national traditions, today’s social needs, to ensure student development and upbringing, to contribute to the renewal of society and education. Legal bases for this process refer first of all to the teacher’s legal competence. Therefore, the purpose of the article is to determine content lines and substantiate pedagogical possibilities of the legal competence in the future teacher of English in order to ensure the democratization of his consciousness. The following research methods have been used for this purpose: general scientific, empirical, functional-structural, holistic-integrative and prognostic. The content lines in the development of legal competence in the future teacher of English are as follows: positive motivation for democratization of this process, basic teacher training on legal aspects, meeting the needs for self-fulfilment and performing professional activity in accordance with the rule of law, broadening the experience of public behaviour which exposes pedagogical possibilities of the teacher legal competence. The identified content lines and factors of ensuring positive motivation for democratization of pedagogical education (personality orientation of this process, taking into account individual characteristics and stimulation of the corresponding behaviour) help to define the important result of teacher training – teacher’s democratic consciousness, which presupposes the use of principles of legality and respect for the rights of others in various situations. In practical life, it is embodied while doing teaching practice, learning regulatory documents, establishing partnership relations between the participants of the educational process. Legal competence of a teacher helps to qualitatively organize one’s own professional activity according to the norms of law, to gain more civic experience, to maintain connection with the European direction of professional improvement.

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 MOTIVATION PECULIARITIES OF DENTISTS' CONTINUOUS PROFESSIONAL DEVELOPMENT

2021 ◽  
pp. 124-128
Author(s):  
A. B. Kostyshyn ◽  
Z. T. Kostyshyn ◽  
U. R. Lukach ◽  
O. G. Boychuk-Tovsta ◽  
O. M. Repetska ◽  
...  
Keyword(s):  
Professional Development ◽  
Information Technologies ◽  
Professional Training ◽  
Modern Society ◽  
Educational Process ◽  
Continuous Professional Development ◽  
Professional Activity ◽  
Highly Qualified ◽  
Starting Point ◽  
The Future

One of the main tasks of modern higher education is to train specialists with a high level of competence who can constantly work on themselves. The relevance of the research topic is due to the need for continuous professional development of future dentists and the motivation of their training, and the development of an active life position in modern society. The purpose of our work is to study aspiration peculiarities of IFNMU students and interns to the successful and versatile improvement of personality. The personal qualities of the doctor provide comfortable psychological contact with the patient and maintain professional activities dedication. Communicative competence is the subject of special research in the field of future doctors' training. Professional communication is considered to be one of the components of the general culture of relations and contributes to the successful career of a specialist in any sphere of activity, especially the medical one. The problem of forming and maintaining educational interest to master the future specialty of students and interns continues to exist. Motivational components and factors that affect the professional and personal development of the future doctor increase with each year of study, and this process should not stop for life. It’s effectiveness depends on the forms of the material presentation. The presence or absence of positive motives in students and interns have a significant impact on educational activities. Insufficient motivation cannot contribute to the formation of their high professional realization. Therefore, a genuine and persistent desire to acquire knowledge and skills should be the starting point in the formation of a highly qualified healthcare professional. The main factor influencing the interest in the education of students and interns is the acquisition of knowledge, skills, and abilities, which will form the foundation of professional activity in the future. The following factors contribute to increase the motivation of learning: the method of learning the material, its content, teaching methods; usage of problem tasks at each stage of the class; application of interactive technologies. Our analysis showed that gaining knowledge among students and interns is dominated by professional motives: to become a highly qualified dentist and to find a job that meets personal desires in the occupation of their choice. Thus, learning is more effective when it is motivated, and the activities of students coincide in direction and purpose. As a result, the graduate's professional training becomes successful. The effectiveness of the educational process depends on the variety of forms and methods of presenting scientific and practical material. The directions of increasing motivation are as follows: constant improvement and updating of material, the use of interdisciplinary links to understand the importance and practical necessity of each subject in a higher educational establishment, the use of multimedia presentations during practical and lecture classes, work in simulation centers, implementation in the educational process of situational tasks "patient-doctor and doctor-patient" with further discussion and recognition of the flaws of each participants' work. The usage of the latest information technologies and simulation centers helps not only to memorize a large amount of theoretical material but also to obtain practical and communication skills which are necessary for a modern doctor.

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 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.  

scholarly journals Proficiency markers of the motivation- and value-related components of the professional competence to be acquired by the specialists in the field of processing and food production

2020 ◽  
Vol 2020 (1 (130)) ◽  
pp. 107-113
Author(s):  
Viktoriia Novikova
Keyword(s):  
Food Production ◽  
Professional Competence ◽  
Reference Points ◽  
Educational Activity ◽  
Professional Activity ◽  
First Year ◽  
First Year Students ◽  
The Future ◽  
Self Discovery ◽  
Systematic Professional Development

The purpose of the research is to define the proficiency state of the motivation- and value-related components of the professional competence acquired by the specialists in the field of processing and food productions (based on the results of the experiment which involved the first-year students specialised in 181 "Food technologies"). To determine the proficiency of level of the motivation- and value-related components of the professional competence to be acquired by the future specialists in the field of processing and food productions we used the methodologies adapted to our research: the testing of person’s value-related reference points and the testing of person’s capacity for self-discovery. The experiment was aimed at revealing and comparing future specialists’ motivation to study, basic reasons for educational activity, grounds for choosing a profession, and value-related orientations of the students constituting experimental and control (general) groups. The experiment involved the students specialised in 181 "Food technologies" in Kharkiv State University for Food Technologies and Trade, Kharkiv Petro Vasylenko National Technical University of Agriculture and Kharkiv Cooperative Trade and Economic College. The experiment consisted of two stages. At the first stage, 237 future specialists participated in the continuous questioning specially elaborated by the author. On the second stage, the first-year (two groups) and the second-year students (two groups) were tested according to the methodology "Motivation for study": test 1 "Studying the reasons of students’ educational activity”, test 2 "The necessities to develop students’ self-evaluation". The future specialists in the field of processing and food production acquired the professional competencies during the pedagogical events facilitating the development of stable motivation for their professional activity. The experiment allowed us to affirm that the professional competence demonstrated by the future specialists in the field of processing and food productions consists of some components, the motivation- and value-related component being one of them. On the whole, the results of the questioning confirmed the insufficient (reproductive) proficiency level which the future specialists of processing and food production demonstrated within the professional competence. The results of the first stage of the experiment (continuous questioning) testify that it is important for most students rather to get an appraisal than acquire knowledge. Most students failed to give any reasons for self-perfection or systematic professional development.

scholarly journals CONCEPTUAL FOUNDATIONS FOR FORMATION OF PROFESSIONAL IDENTITY OF FUTURE SPECIALISTS IN PHYSICAL THERAPY, ERGOTHERAPY

2020 ◽  
pp. 43-49
Author(s):  
Yuliia KOPOCHYNSKA ◽  
Keyword(s):  
Physical Therapy ◽  
Professional Identity ◽  
Interpersonal Relationships ◽  
Professional Training ◽  
Value Orientations ◽  
Educational Activity ◽  
Professional Activity ◽  
Stage Of Development ◽  
The Future ◽  
Conceptual Foundations

ntroduction. In the process of professional training, there are qualitative changes in the professional development of the individual, because it is during this period that the basic identification characteristics that determine her propensity for the future profession are formed. Purpose. The purpose of the study is to determine the conceptual foundations of pro-fessional training of future specialists in physical therapy, ergotherapy. Methods. Analysis of scientific methodological literature. Results. In the course of the research the three main stages of forming the professional identity of specialists in physical therapy, ergotherapy are distinguished and characterized. Important in shaping the professional identity of future speci-?lists in physical therapy, ergotherapy is involved in specialized trainings, during which the future specialist compares professional value orientations with their own capabilities, realities of professional activity and interpersonal relationships. Due to the factors of cooperation, dialogue, activity–creative approach, individuality and freedom of de-velopment, choice of content and forms of training, approaches have some common features: psychological basis of educational activity of future specialists; focus on the formation of professional qualities; combination, integrated use of components, principles, criteria, learning tools, methods and different technologies. Originality. The basic provisions of the conception of formation of professional identity of future specialists in physical therapy, ergotherapy in higher education institutions are developed. Conclusion. On the basis of the conducted research it is established that at the present stage of development of psychological and pedagogical science methodological and textological material is accumulated, contains various complementary theoretical and practical approaches to the study of professional identity, but differentiates the object of study various aspects of scientific phenomenon and "identity". The organization of vocational training, taking into account the provisions developed, will contribute to the formation of professional identity of future physical therapists and ergotherapists.

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