Keyword: «professional competences»

Nowadays university education is becoming more practically oriented. As a result, it seems to be of current interest to change the traditional form of oral examinations. The research is aimed at working out, theoretical analyzing and practical verifying of the effectiveness of the process of professional competence forming. The author reflects on the perspectives of final qualifying examination in Practical English taken in the form of a project that provides the future Foreign Language teachers with the opportunity of personal creative accomplishment. The experiment was conducted with fifth year university graduates Field of study "Pedagogical Education with two Profiles of Preparation", specialty "Social Studies and Foreign (English) Language". There are a variety of controlling and teaching functions of the examination. This form of the exam is stated to be more practice oriented and serves to give a more objective assessment to the level of formation of necessary cultural general, professional general and professional competences. Graduators are able to demonstrate everything they have learned and experience they have gained during their professional education. The research is based on competence, comprehensive and activity-oriented approaches. Evaluating the results of the research we were impartial and objective, assessment procedure is valid and accurate. In this article, the author demonstrates the practical value of project presentation as a form of examination to assess the level of formation of the necessary cultural, general professional and professional competences. Theoretical significance of the research is seen in the possibility of quality evaluation in practical teaching and teacher knowledge. Final exam in a form of a project allows us to test the level of the level of professional foreign language (English) proficiency, the level of professional competence and stimulates teaching interest.

The relevance of the research presented by the authors of the article is determined by the need to solve the problem of quality control concerning additional professional programs implemented in the field of pedagogical education (hereinafter – APP). The solution to this problem was undertaken in 2023 in the Perm Region within the framework of the regional segment of the Unified Federal Support System for Teaching Staff and management personnel. The aim of the research is to substantiate the evaluation of the delayed results of the teachers’ training course within the framework of external quality control of the implemented additional professional programs. When writing the article, an analytical review of the literature with the results of research by domestic and foreign scientists was conducted, which helped the authors clarify the concepts of «quality of APP» and «delayed result». To test the materials for evaluating the delayed result of the teachers’ training course on the topic «Implementation of the requirements of the updated Federal State Educational Standards in the work of a teacher», the authors used the method of questioning 237 course students with 2 blocks of tasks: «knowledge» and «application». Primary school teachers with different qualification categories, experience and place of work («rural area»; «small», «medium» and «big» city) participated in the diagnosis. The quality of the diagnostic tasks performed by the students of the courses was 71%. Based on the results obtained, a conclusion was made about the acceptable quality of the implemented APP and recommendations for correcting its content were formulated, for example: the inclusion of practical exercises on the design of educational tasks for the development of universal learning actions among students in the content of the program; practical work on the analysis and establishment of the type of educational tasks for the formation of functional literacy of a primary school student, followed by the development of such tasks on the basis of textbooks for primary schools. The theoretical significance of the research work lies in the analysis of the essence of the phenomenon of «delayed result» of teachers’ training course in the context of their professional competences evaluation in accordance with the requirements of the Professional Standard «Teacher» (General pedagogical function. Training (code A/01.6)). The practical significance of the study lies in the possibility of applying the results of the research by specialists of the system of additional professional education (hereinafter referred to as APE) to develop monitoring of the quality of training in implemented APP with the inclusion of a procedure for evaluating the «delayed results» of students. The implementation of the results of this research can be used by the APE system in order to improve the APP and the forms in which they are implemented.

The relevance of the study is conditioned by modern changes in the system of higher education aimed at the transition from traditional knowledge transfer to competence-oriented approach. There is an increase in the requirements for training specialists in the field of Psychology with not only deep theoretical knowledge, but also practical skills, critical thinking, communication skills and the ability to independently solve professional problems in English-speaking countries. This approach ensures the adaptation of graduates to rapidly changing conditions of professional activity and contributes to their competitiveness in the labour market. The aim of the article is to analyse the peculiarities of the competence-oriented approach in the system of training psychologists in English-speaking countries, to identify effective educational strategies and methods that contribute to the development of professional competences, as well as to determine the prospects for further improvement of curricula. The article examines the systems and competence approaches, which allow us to consider the training of psychologists as a complex process of acquiring the necessary knowledge, skills and personal qualities. The comparative-analytical method is used to compare different models and practices of training in leading universities of English-speaking countries. The research methods include the analysis of normative documents, educational programmes, as well as interviews with teachers and students, which allows us to get a comprehensive view of the implemented approaches. Theoretical significance of the study lies in the systematisation of modern knowledge about competence-based learning in Psychology and the development of conceptual foundations for its implementation in professional training. Practical significance is determined by the possibility of using the results to improve training programmes, improve the quality of training and adapt the educational process to the requirements of the professional environment. The results obtained can be applied by educational institutions for the development and implementation of competence-oriented training programmes for psychologists, as well as for improving the effectiveness of pedagogical practices and student motivation. This contributes to the formation of future psychologists' key competences necessary for successful professional activity in modern society.

The digital transformation of education, caused by the dynamic development of the economy and the active introduction of modern digital technologies, requires the modernization of the training system for pedagogical personnel. The relevance of the study is due to the fact that the need to develop competences in student teachers that ensure the effective use of interactive educational resources, artificial intelligence systems, big data technologies and neural network algorithms is increasing in the conditions of the digital economy. This requires rethinking and modernization of the content of digital training of pedagogical personnel. The aim of the study is to determine the key areas of training student teachers to use modern digital technologies in educational practice. The study has an applied focus and combines theoretical analysis with empirical testing of the hypothesis. The main methods were observation, questionnaires and testing of the 2-nd – 4-th-year students of pedagogical field at the Ryazan State University named after S. A. Yesenin. The total number of participants in the experimental work was 420 people. To process the obtained data, the methods of mathematical statistics were used: descriptive indicators and frequency analysis. Based on the analysis of the results, four priority areas for the formation of digital readiness in student teachers were determined: fostering competences in the creation and use of interactive educational resources in distance learning systems; mastering the capabilities of artificial intelligence and neural network technologies in the educational environment; application of big data analysis technologies for personalization of learning; designing individual educational trajectories based on modern digital tools. The obtained data formed the basis of the developed program for the modernization of information training of student teachers, which was successfully tested at the university. The theoretical significance of the study lies in clarifying the key areas of digital competences development among student teachers in the context of the digital transformation of education. The practical value is represented by the development of a model for training teaching staff that integrates modern digital technologies into the educational process. The results of the study can be used by universities when updating the content of pedagogical education, as well as for developing programs for advanced training of in-service teachers.

The article discusses the issue of professional training for preservice physicians, focusing on the content of studying physics and its role in developing professional competences. The relevance of the research topic is due, firstly, to the need of society and the state in medical workers, and secondly, to the complication of the work for modern doctors, the introduction of high-tech diagnostic and treatment tools, and the digitalization of preservice doctors’ practices. In this regard, the development of general and special competences among preservice physicians is of great importance, taking into account the changing needs of society and the state, as well as the increasing complexity of their operations at the current stage. The aim of the study is to analyze the role of the content of physics training in the development of professional competences among preservice physicians. The objectives of the study include: characterizing the process of studying physics by future doctors from the perspective of its content, formed in the study of knowledge and ideas; exploring the role of physics in shaping the professional competences of preservice physicians. The study used a structural and functional approaches that consider the process of professional training as a holistic process based on planning, selection of means of implementation taking into account the selected training goals, as well as a competency approach that reveals the conditions for the development of competences. The study considers the opinions of various authors on the content of physics as an academic subject and a means of developing general and special competences. The characteristics of physical understanding as a type of knowledge that shape the professional competency of medical practitioners are explored. The theoretical significance of this study is due to the fact that during the study, ideas about the formation of professional competencies of future doctors at the present stage, based on the study of physics, are summarized. The practical significance of the study lies in the fact that in the course of the work, general conditions, methods, and means of developing the professional competency of preservice physicians based on the study of physics were analyzed. The novelty of this study is that it explores the unique aspects of how students develop their professional skills through the use of traditional methods employed in the educational process for the development of general competences.