Keyword: «pedagogical technology»

Due to the active reanimation of the post-pandemic space and including all spheres of society into the new digital reality, significant changes are also taking place in the field of higher education. The current situation requires changes in the forms of interaction with students, the use of new pedagogical technologies, and the creation of new conditions for training and education. The spread of digital technologies in the service sector requires the formation of professional competences, knowledge, skills and experience that are applicable in the new reality. The ability of students to adapt quickly to new conditions largely determines the success of not only educational, but also future professional activity. Thus, it becomes significant to study the technological aspects of developing the personal adaptive potential of future service professionals. Personal adaptation potential of a specialist is understood as the ability to perform professional tasks effectively in extreme and stressful situations. The development of students' personal adaptive potential ensures the formation of professional competitiveness. The purpose of the article is to identify mechanisms for the development of personal adaptive potential of service majors in modern conditions. The article examines the elements of personal adaptive potential and pedagogical conditions that contribute to its development. The scientific novelty and theoretical significance lies in the identification of technological conditions that contribute to the development of personal adaptive potential of University students. The practical significance consists in using the results of an empirical study to identify pedagogical conditions for the development of personal adaptive potential of service majors and working out relevant recommendations. The research methodology is based on systemic, activity-oriented, competence-based and technological approaches. Research methods include: analysis of scientific publications, included observation, modeling of the pedagogical process, questionnaire methods and testing. To conduct an empirical study, we used the methods of E. A. Klimov, K. Zamfir, A. A. Rean, A. G. Maklakov and S. V. Chermyanin. Pedagogical technology is a set of forms, methods and techniques of training aimed at developing the personal adaptive potential of students and includes a description of the goals, objectives, methods of pedagogical influence, methodological materials used, requirements for learning outcomes - characteristics of professional competences. The technological approach to the development of personal adaptive potential of service majors presupposes the construction of algorithms for future professional activity. The formation of the educational process is based on the principles of expediency, procession, normalization, reproducibility, consistency and efficiency. The essence of the proposed technology for the development of personal adaptive potential is based on: formation of students' motivation for professional activity in the service sector; organization of effective interaction between teachers and students in academic and extracurricular activities; inclusion of students in the process of planning their professional development and career trajectory, formation of reference points and their achievement in the process of studying at the University; inter-subject relations and the applicability of results in various subject areas.

Currently, there is a huge competition in the labor market with a balance of supply and demand, and, more than ever, there is a problem of activating human potential. Employers try to select employees who are able to work hard and productively, and employees, in order to be in demand and successful, try to maximize their professional potential and creative abilities, to achieve the highest results in the profession. However, higher educational institutions interact with employers only formally. It is important to establish partnership with employers in the process of training at a university on the basis of mutually beneficial cooperation, including regular interaction with educational customers in the learning process and to form a professional orientation among students, immersing them in professional activities from the first year. The aim of the study is to define and theoretically substantiate a set of conditions, technologies, mechanisms that ensure the formation of the professional orientation of economics majors in the educational process of the university. In the proposed technology, the method of modular training is used, which makes it possible to divide the educational process into separate independent units. The author's target program developed with the use of the mechanism of social partnership and interaction is presented. The article clarifies the concept of the formation of a professional orientation of an individual, reveals the grounds for designing and the content of the author's target program for the formation of a professional orientation in bachelors at the university, characterizes the stages and gives scientifically grounded practical recommendations for improving program support and diagnostic support of the pedagogical process. The results of the application of the program were high indicators of the formation of a professional orientation among bachelors, consisting of educational and professional motivation of students, formation of professional ideas, independence in decision-making, formation of professional thinking, development of creative abilities and development of a positive attitude towards the future profession.

The article contains information on the use of quest technologies in the process of teaching the topic "Truth tables of logical functions" in high school. The concepts of "Pedagogical technology" and "Quest technology" will also be considered.

The article considers the mechanism of integration of achievements of pedagogical science and educational practice in the diagnosis of productivity of innovative technologies in the development of primary school children. The author analyzes approaches to the definition of the concept of innovation process and criteria for determining the productivity of innovative technologies, and gives recommendations on the use of interactive technologies in the educational process of primary schools.

The realities of modern social and political life are characterized by vivid discussions, polemics and disputes, which cause an active interest to the skills and abilities development issues for conducting a discussion, which undoubtedly entails the necessity to develop unprepared foreign language speaking skills. The purpose of the presented research is a theoretical substantiation of the effectiveness of training discussion introduction into the process of linguistic students’ professional training, aiming at developing the unprepared foreign language speaking skills, as well as a description of the practical scheme of using this pedagogical technology for academic purpose from the point of view of modern linguodidactics. The article proves the pedagogical principles used during modeling problematic communicative tasks within the creative practical approach and learner- centered approach in the process of teaching the linguistics majors. Being based on the experience of using this training format within the “Practical course of English language verbal communication culture”, the authors state that the proposed pedagogical technology increases the motivational component both for mastering the academic subject and preparing for future professional activity, positively influencing the mechanism of reducing psychological barriers during the “imitative communication”. Moreover, the main methodological advantage of the pedagogical technology proposed is linguists’ unprepared speaking skills developing. The conclusions and proposals on the introduction of such communicative activity form as training discussion into the process of professional training of future linguists made by the authors represent the significance of the work both at the theoretical and practical levels. The theoretical significance of the research lies in the fact that the discussion communication process analysis is conducted both from the position of linguodidactics and linguistic stylistic characteristics, which contributes to an integrated approach to modeling situations of potential discussion. The practical significance of this article lies in the fact that the research materials, as well as the conclusions made by the authors, can be used to work out both the thematic discussion cycles, and fragments of separate classes aimed at formation and developing the unprepared foreign language speaking skills.