Theoretical Aspects of the Formation of Digital Competence of Future Vocational Training (Service Sector) Pedagogues in the Process of Professional Training

The article analyzes the European standards for the evaluating digital competence, which are an important tool for increasing the level of digital competence of specialists in the field of education. The purpose of the article is to substantiate the essence and importance of forming the digital competence of future vocational training (service sphere) teachers in the process of professional training. Methods. The authors use general scientific research methods as analysis, synthesis, generalization and systematization of scientific literature. The results. To define the concept of digital competence, the various approaches and terminology used in modern scientific and pedagogical literature have been studied. The semantic content of the concept of digital competence is a leading sign of digital literacy, and characterizes the skills of working in the information and communication environment, and its socio-cultural component (relevant values and personal experience). The effectiveness of information and communication technologies (ICT) is positively influenced by the informatization of the education system, which contributes to the formation of professional competencies of future teachers. One of the defining components of professional competence is the vocational training (service sector) teacher’s digital competence, interpreted as one of the key qualities and skills for effective, informative and systematic use of ICT in their activities, indicating the teacher’s mobility, modernity and competitiveness. Currently, there is a growing demand for education professionals with non-standard thinking and the ability to promote modern content in education. Conclusions. The main attention in the article is focused on the prospects of development of this competence in future specialists in the specialty «Vocational education (Service secrtor)». The authors highlight the structure of the formation of digital competence of future vocational training (service sector) teachers in the process of professional training, namely: digitalization of the educational process, improving efficiency and transformation of interpersonal communication.

Current Educational Technologies in English Lexis and Grammar Distance Learning at General Secondary Education Institutions

The question of the specifics of modern distance learning remains one of the most pressing issues, especially in today's world affected by global virus pandemic. We consider the study of the use of modern educational technologies in English lexis and grammar distance learning relevant and timely. The purpose of the article is to characterize popular current educational technologies and their possibilities in distance learning of English lexical and grammatical structures, to define five most perspective online services for pupils of general secondary education institutions. Methods. The author implements the purpose with the help of theoretical (analysis and synthesis of own experience and of domestic scientists concerning the use of existing educational innovative computer technologies in English learning) and empirical research methods (observation of the educational process), together with the elements of statistical (analysis of student survey results). The results. Considering student survey results, the author’s experience, the article names and characterizes 43 modern online educational technologies in English learning, they online platforms (Zoom, Microsoft Teams, Google Classroom, Skype, Nz.ua, ClassDojo, Moodl), online services (Google Drive, Padlet, Google Forms, Microsoft Forms, Kahoot!, Grammarly, Quizlet, Quizizz, Plickers, Socrative, Hot Potatoes, LinguaLeo, ToonDoo, Classtime, Lang-8, Сoursera, LearnEnglish, BBC Learning English, British Council LearnEnglish, Tandem, Enpodcast, Bussu), mobile apps (Memrise, Rosetta Stone, Babbel, FluentU, MindSnacks, Open Language, Mosalingua, Messenger, Telegram, Viber, WhatsАрp), virtual whiteboard (Paint, Google Slides, Bitpaper.io). The article suggests grouping these technologies according to 7 purposes of use (to conduct online English lessons in real time; to create virtual classes, lessons and tasks; to send tasks and communicate; online services for learning English vocabulary and grammar; to use a virtual board; to store works and materials of pupils; to assess and control English language skills). Conclusions. The benefit of the study is that the possibilities of online services in distance learning of English lexical and grammatical structures have been emphasized, and five the most perspective for pupils of general secondary education institutions have been defined as Moodle, Google Classroom, Google Forms, Kahoot!, Zoom.

Features of Education of Students-Philologists in the Conditions of Informatization and Digitalization of Higher Education

The article substantiates the relevance of informatization of society in general and education in particular, outlines the main tasks in the training of future professionals. The purpose of the article is to theoretically substantiate the peculiarities of the organization of the future philologists’ training process. Methods. The following research methods are used: analysis and generalization of scientific and methodological sources, government documents on the research topic for the theoretical justification of the problem, modeling and synthesis of the obtained data. The results. The terminological apparatus «informatization of education», «means of informatization», «digitalization» is defined. The main components of the modern educational environment of a higher education institution are highlighted and the function of the innovative component is emphasized. It was found that the main components that will ensure the formation of digital competence of philology students are the content and means of education. It has been established that the study of compulsory and elective disciplines, which will contribute to the general and professional competencies’ formation, is equally necessary for mastering the theoretical foundations and practical skills of using innovative information and digital technologies. It is established that within the obligatory course «Pedagogy» students of philological specialties master the module «Digital training tools» in which they gain basic knowledge about digital technologies and ways to use them, and hone and supplement this knowledge while studying other disciplines. In a classroom, students learn to use different computer-based learning tools to complete a variety of tasks. Future philologists search and critically analyze information on the Internet; work with electronic textbooks and dictionaries; prepare visual aids: presentations, tables, diagrams, infographics, briefings, create audio and video content for classes, prepare tasks for test control on various platforms and services, learn to present public information on social networks properly and more. Conclusions. It was found that in recent years there have been many philological sites that provide information assistance and various services, creating electronic libraries, virtual laboratories, Internet projects, which contribute to the quality of training of philological specialties students.

Experimental Efficiency Study of Project Technology as a Means of Formation Foreign Language Competence of Future Electric Power Engineers

The paper covers the ways of building foreign language competence of students majoring in electrical engineering in the process of their vocational training. The purpose of the article is the practical substantiation of the process of forming the future energy engineers’ foreign languagecompetence by means of project technology and carrying out diagnostic measures to check its effectiveness in foreign language learning. The methods used in this research are theoretical (analysis, comparison, systematization, generalization), empirical research methods (observations, surveys, pedagogical experiment), and statistical (non-parametric Pearson's criterion.). The results. The efficiency of project technology in the indicated process has been substantiated. A number of factors that determine the choice of such a learning technology has been specified, namely they are the following: student-oriented approach, foreign language learner autonomy, building project-oriented skills in specialty metalanguage, relationship between project work as a form of performing educational assignments and types of engineering activity. Author’s definition of project technology has been provided. By this notion a system of active and practical methods of learner-centered education aimed at programmed organization of students’ project activity, creation of educational projects that involve developing skills of independent knowledge acquisition, their practical handling, development of critical and creative thinking and key competences, is meant. The efficiency of project technology in the educational process has been experimentally verified by the example of developing foreign-language competence of students doing Master’s degree in electrical engineering. In order to determine the efficiency of project technology in the process of foreign language teaching to students in the master’s programme compared to traditional teaching methods, control groups and experimental groups with such attributes as reproductive properties, constructability and creativity were formed. Foreign language competence forming according to motivational, communication, professional, projecting and performance indicators was implemented in the process of executing profession-oriented projects. In order to assess the results of future power engineers’ project work, 100-point scale was developed. Conclusions. According to the results of the performed project work, it was determined that the level of foreign language competence in the experimental groups was higher than the one in the control groups. Generalized maturity indices of motivational, communication, professional, projecting and performance components in the control groups and in the experimental groups differed significantly. Group inhomogeneity and the significant differences were confirmed with the help of statistical non-parametric Pearson’s test χ². The obtained results of the pedagogical experiment have proved the efficiency of the suggested project technology and its rationale for implementing in the process of future electric power engineers’ foreign language teaching.

Theoretical Bases of Pedagogical Partnership as One of the Factors of the Effective Interaction of Participants in the Educational Process

The article deals with the problem of partnership between the participants of the educational process. The purpose of the article is to consider the theoretical bases of the formation of partnership skills during the educational process. Methods. Analysis, synthesis, comparison are chosen as the main methods of pedagogical experiment. The results. The role of partnership in the formation of teachers’ and students’ unity is shown, together with the interrelations «teacher-teacher», «teacher-student», «student-student». The methodological approaches are considered as the basis for the process of forming partnership relations in the educational process of the institution. Such chosen methodological approaches are: systemic approach, activity approach, acmeological approach, integrative approach, praxeological approach. The role of each approach in the studied process is shown. The considerable attention is paid to general scientific and specific principles. Among the general scientific principles, the emphasis is made on the principles of scientificity, accessibility, consistency and connection of theory with practice. The following are considered as specific principles: mutual respect, friendly attitude to each other, decision-making discretion, and distribution of leadership responsibilities. The attention is also paid to the requirements of partnership in school and family. The authors of the research defined the basic requirements and rules for forming school-family partnership: social and pedagogical partnership; forming life and profession values; professionalism; ensuring the uniform parents’ and teachers’ requirements; humanization of interpersonal relations in any team, showing tolerance, voluntariness, the members’ ability to interact. The importance of regularity in the implementation of community requirements and rules is indicated. Conclusions. Considering the problem of forming partnership relations to be little analysed and studying partnership relations in the form of a pedagogical partnership, the authors made a conclusion that this process should be seen as interconnected through structures: teacher-student-student-parent, which is in line with the Concept of the New Ukrainian School. The authors added that the formation of partnership relations in a teaching staff will contribute to the introduction of new educational technologies, promote to the humanization of the educational process, the establishment of relations on a parity basis.

Methods of Formation of Digital Competence of Future Teachers of Art Disciplines in Higher Education Institutions of China

With the introduction of digital educational technologies, the learning process is changing. Digital technologies are not only a tool, but also a living environment for modern learners, which opens up new opportunities: learning at any convenient time, continuing education, the ability to form individual educational routes for students. However, such an environment requires teachers to take a different approach to the organization of the educational process, to acquire new skills and abilities for work, in particular the formation of their digital competence in the digital educational space. In these conditions, the system of pedagogical education should provide training for future teachers of art disciplines, which has a high level of digital competence. The purpose of the article is to reveal the essence of the concept of «digital competence» on the basis of the analysis of scientific literature and to determine the methods of formation of future art disciplines teachers’ digital competence in higher education institutions of China. To achieve the goal of the study, the following research methods were used: analysis of scientific literature, observation, systems analysis, comparative analysis, modeling method, classification method; methods of comparative analysis and analogy, design method; methods of systematization, generalization, logical analysis, analysis of personal experience of teaching and learning, comparison and interpretation of the obtained data. The results of the study show that the digital competence of future teachers of art disciplines consists of four components: motivational-personal (internal and external motives for their future professional activity), cognitive (a set of theoretical knowledge, skills and abilities of future teachers to effectively organize the educational process using digital teaching aids), activity (practical implementation of professional and pedagogical knowledge of a future teacher, his intellectual, cognitive, technical, design and technological skills, necessary skills for effective implementation of digital technologies in the educational process) and reflection-evaluation (ability to analyze and self-analyze, coordination of goals, methods and results, awareness of their style of activity, readiness for their creative change). Conclusions. These components of digital competence of future teachers of art disciplines should be formed taking into account the specifics of professional activity and appropriate methods.

Leading Trends and Psychological and Pedagogical Conditions of Professionalism Formation Engineer-Teacher in the Field of Food Technologies in the University System Education

The article presents the attempt to reveal the main tendencies and psychological and pedagogical conditions of forming the engineer-teacher professionalism in the system of university education. The purpose of the article is to substantiate the basic principles of forming the professionalism of the future engineer-teacher in the field of food technology, together with the psychological and pedagogical conditions in the system of university education. Methods. The main methods as research and experimental work using elements of the laboratory method and molding experiment, genetic modeling method, analysis of variance and other methods of mathematical statistics are used. The results. The theoretical provisions of scientific research are singled out, which allowed outlining the main directions and nature of the presented work. The experimental work consisted in the creation of pedagogical conditions, which were selected as a result of the experiment aimed at improving the content and procedural aspects of teaching engineering and pedagogical disciplines. The research was actively transformative in nature and consisted of individual options for solving a complex research problem. Conclusions. The following pedagogical conditions of the educational process were substantiated, tested and clarified: actualization in the educational process of integral engineering and pedagogical activities of students and its focus on forming the future food technology engineer-teacher’s gnostic, organizational, communicative, project, and design skills; the presence of motivational-indicative, project-executive and evaluative-reflective stages in the educational process, that allow students to implement the whole set of actions as a part of the structure of engineering and pedagogical activities; concentric structuring of educational material of engineering and pedagogical disciplines, use the unity of methodological, theoretical, methodical-practical engineering and pedagogical knowledge in the process of solving professional tasks; differentiation of tasks that take into account the individual capabilities and interests of students as subjects of study and professional activity; gradual complication of the educational tasks content, which provides the transition to their implementation at the reproductive and creative level, the use in the educational process of a set of methods of cognition, pedagogical research and teaching; organization of classes in the form of students’ educational interactions, which allow to model subject-object and subject-subject relations in the educational process. In the course of research and experimental work, the influence of three factors was studied: the theory of fundamentalization of knowledge, the theory of meaningful generalization, as well as the technology of organization of engineering and pedagogical education. The following approaches are used: concentric organization of educational material; block-modular structuring of the educational process; study of engineering and pedagogical knowledge using the theoretical scheme of system analysis; students’ reproduction of activities that represent a set of methods of analysis and transformation of engineering and pedagogical facilities; the use of didactic tools that allow future students to reflect on the ways of solving engineering and pedagogical problems.

The Effectiveness of Testing as a Method of Pedagogical Control of Future Specialists With Higher Education

The article deals with the effectiveness of testing as a method of pedagogical control of the professional knowledge of future specialists with higher education. The purpose of the article is to describe the advantages and disadvantages of mass control technologies, the reasons of weak development of pedagogical testing in domestic practice, to give recommendations for a partial solving the problems with the introduction of pedagogical testing. Methods. The authors implement the purpose with the help of such methods as analysis, comparison, generalization, systematization, testing. The results. The authors state that with the paradigm shift in education the main role in controlling the student’s knowledge was shifted to testing, which gave us the possibility to reduce a teacher’s workload and reduce the time for the process of knowledge control itself, as well as to activate the process of self-control among students. The authors emphasize that due to the modern requirements for professional knowledge of future specialists with higher education, they must have an advanced level of information culture and skills to work with printed and electronic source of information, systematize and interpret the professional information which they have obtained during the reading task. There is a description of two insights as for the advantages and disadvantages of mass control technologies in the article. The reasons of weak development of pedagogical testing in domestic practice have been also described. The recommendations for a partial solving the problems with the introduction of pedagogical testing have been given. Conclusions. The article deals with a method of problem solving of education management efficiency. It’s considered as a minimization of time to achieve the advanced level of success in a particular topic. In addition, the mathematical description of the success function and the function of time-consuming have been given in the article. Due to these, a method of minimizing training time for proving the required level of success has been obtained. The article suggests also a description of the applying of a given model for the education structure adaptive management, which saves the substantial time and teacher’s workload without losing the quality of learning material. The authors make an attempt to define the reasons for the absence of testing at the Ukrainian educational services market.

Formation of English Competence of Future Pharmacists

The introduction to the article analyzes the current state of the future pharmacists’ language competence, in particular English. The purpose of the study is to theoretically substantiate the essence of the concept of «English-language competence of future pharmacists» and highlight the features of its formation. Methods. In the process of fulfilling the goal a set of theoretical methods was used - analysis of scientific-methodical, psychological-pedagogical literature, study of normative-program documentation on the research topic. The results. Based on the analysis of the scientific literature, the essence of the concept of «profession-oriented English-language competence» is clarified together with its links with professional competence, language and communication. The author specifies the meaning of «profession-oriented English-language competence» as a set of knowledge, practice-oriented skills, mastery of medical concepts, techniques of logical thinking aimed at solving profession-oriented situational problems, realization of discussions in the form of questions and answers on professional topics. Conclusions. The article identifies the peculiarities of forming the profession-oriented English-language competence in teaching a foreign language to students of the pharmaceutical university: a foreign language in profession-oriented learning becomes not only the object of learning, but also a means of forming the students’ profession-oriented English-language competence; mastering a foreign language is realized in practice-oriented language activities, the ability to participate in the communication of profession-oriented topics, and not in the knowledge of individual elements of a language; increasing the role of self-study work of students is caused by the constant development of modern technologies and innovations in pharmacy, increasing the amount of professional information and pharmaceutical terminology in English, which requires the future specialist skills and abilities to master information independently; the professional activity of pharmacists is connected with the formation and further development of their clinical thinking, professional and personal qualities (observation, flexibility, purposefulness, concentration, determination, communicative literacy).

Methodological bases for the formation of professional competence of future art specialties teachers

The article is devoted to the theoretical analysis of methodological bases for the formation of professional competence of applicants of higher art and pedagogical education. The purpose of the article is to substantiate the leading methodological approaches to the formation of professional competence of future teachers of art specialties. Methods. The following methods were used in the research process: analysis of scientific and pedagogical literature, generalization, synthesis, formulation of conclusions. The results. The authors of the article highlight the essence of the concept of "professional competence of future teachers of art specialties" and outline the directions of formation of this pedagogical category. The article suggests the analysis of the concept of "methodology" and "methodological approach". The benefit of the study is that the authors proved that the successful formation of professional competence of future teachers of art specialties will contribute to the implementation in the educational process of higher pedagogical education ideas of competency, system, activity, culturological, axiological and acmeological approaches. The essence and content of the mentioned methodological approaches in the context of art pedagogy are characterized. Conclusions. The authors of the article state that the analysis of scientific literature together with the essence and specifics of forming the professional competence of future teachers of art specialties enabled definition and theoretical substantiation of the leading methodological approaches, which realization in educational process of establishments of higher pedagogical education will promote achievement of the stated purpose. Among the outlined methodological approaches, the authors define the most important as studies have shown, they are acmeological, culturological and competence approaches. The competence approach helped to increase the professional competence of future teachers of art history. The acmeological approach allowed us to outline new plans and tasks, more complex than the previous ones. The culturological approach allowed outlining the main tasks of professional training of future teachers of art history. Their use should be done due to a number of factors defined by the authors according to every approach.