FORMATION OF STUDENTS’ MATHEMATICAL COMPETENCE IN THE CONTEXT OF THE EUROPEAN EDUCATIONAL SPACE

The article deals with the main trends of formation of students’ mathematical competence in modern conditions of Ukraine’s entry into the European educational space. The competency-based approach has been considered as a methodological basis of the process of formation of mathematical competence. The Framework Program for updated core competencies of 2018 has been reviewed, and a comparative analysis of the core competencies of the European Union in 2006 and 2018 has been carried out. The importance of forming the mathematical competence of future specialists in solving professional problems in their future professional activities has been emphasized. The changes that the interpretation of mathematical competence has undergone in the updated core competencies of the European Union have been pointed out. The definitional analysis of the concept of «mathematical competence» used in domestic pedagogical theory has been carried out. The advantages of some approaches in the best European practices in the formation of mathematical competence have been stressed. Attention has been drawn to the peculiarities of adapting the process of forming mathematical competence of Ukrainian students to the best European practices as well as arising contradictions and problems. It has been proved that the formation of students’ mathematical competence contributed to the formation of the innovative economy of the state as a whole, as it contributes to the solution of professional problems by future specialists. It has been proved that taking into account the mathematical competence as a key one will contribute to the formation of professional competencies of future specialists. On the other hand, taking into account the mathematical competence as a key one will help to improve the curriculum of mathematical disciplines. The proposed research can serve as a methodological basis for constructing components of students’ mathematical competence.

MEANS OF SCIENTIFIC COMMUNICATION IN FORMING RESEARCH COMPETENCE OF FUTURE PSYCHOLOGIST

The article presents modern means of scientific communication in forming research competence of the future psychologist. Based on the study of modern research approaches to the development of scientific communication, the use of scientific communication in the process of forming the research competence of the future psychologist is presented. On the basis of theoretical study of the material, the research of the development of scientific communication of future applicants of the second (Master’s) level of higher education in the process of the project assignment in the discipline «Professional foreign language communication» is presented. The peculiarities of the formation of research competence and usage of scientific communication by future psychologists are determined. The study of the ability to use scientific communication was performed by the following indicators: 1) the ability to justify the purpose of the research problem, 2) the ability to describe the stages of solving the scientific problem, 3) understanding of research data (digital and visual), 4) ability to substantiate findings from scientific research, 5) ability to present the results of the study, logically justify them. In addition to examining the ability to use scientific communication during project presentation, each student was asked a questionnaire with questions designed to assess his or her personal ability to use scientific communication during project preparation and presentation. As a result of our research, it was determined that future psychologists have no significant experience in scientific communication, in particular in the process of presentation and discussion of scientific research. On the other hand, working in the course of your own research as a form of scientific communication does not cause such extraordinary difficulties for future psychologists.

PEDAGOGICAL COMPETENCE AS A COMPONENT OF PROFESSIONALISM OF PSYCHOLOGY TEACHER

The article studies the relevance of research of pedagogical competence of the future teacher of psychology in higher education in the context of professional component of the psychologist. The scientific approaches to the definition of the term «professionalism of the teacher of higher education» are analyzed. The activity approach is associated with the highest levels of excellence in the work, achieved in the arts and skill in professional activity. Personal approach focuses on the systematic organization of consciousness and human psyche, which includes the properties of the person as a whole; skills, skills, motor skills, cognitive processes, actions, awareness, knowledge, experience and culture of a professional, his emotional world. The third approach to defining the essence of professionalism is manifested in the combination of activities and personal principles, when professionalism is viewed in the dialectical unity of manifestations of activity and personality and, accordingly, is defined by the concepts of «professionalism of activity» and «professionalism of personality». The issue of pedagogical competence of the psychology teacher in the acmeological approach, which is considered at different levels: general, special and individual, has been updated. The essence of teacher’s pedagogical competence as a component of his professionalism is revealed. In the structure of pedagogical competence of the teacher we distinguish general professional (psycho-pedagogical, research and pedagogical management) and key competences (social, general cultural, health-saving, civil, informational). The prospects for further research are to develop and introduce into the educational process the pedagogical conditions for the development of pedagogical competence of a future teacher of higher education psychology.

COMPARATIVE ANALYSIS OF THE CERTIFICATION OF MEDICAL GRADUATES AND THE RESULTS OF ENTRANCE EXTERNAL INDEPENDENT EVALUATION (EIE) (ZNO)

The versatility of the internal university quality management system (QMS), based on the principles of TQM, provides not only continuous improvement of all processes of a modern higher educational institution. In the Bogomolets National Medical University it has become a link uniting the efforts of administration, faculty and student community on the way to updating and harmonizing the expectations of the society and the results of the training of future physicians. The process of forming students’ contingent is one of the essential elements of QMS. Particular attention to the terms of selection of university entrants determines the level of success of their academic performance, and a scientifically sound approach to the results of EIE at the entrance to university makes it possible to predict the results of internal and external evaluation. Basing on the comparative analysis, the informative value of the indicators of the EIE certificates of the Bogomolets National Medical University entrants has been established in order to predict the success of licensing integrated examinations «Krok 1» and «Krok 2» as the elements of external evaluation within the attestation of medical faculties graduates. Informativity of an EIE-indicator of three competitive subjects at level <150 points does not exceed the following for the EIE-indicator of biology, but the proportion of such students among the contingent was 5,4 times higher. The introduction of a limit for a minimum EIE-certificate score is one of the most effective tools of “contingent selection”. It will enhance the quality of training medical students according to the requests and expectations of all stakeholders. Guided by the obtained results, in 2017, the NMU introduced a limit of 140 points for the biology EIE-certificates, and in 2018 - a limit of 150 points for three competitive subjects.