Keyword: «professional training»

The relevance of studying the problem of the development of students' professional self-expression culture is due to the fact that its characteristics, demonstrated by beginning specialists at the start of their working activity, determine the degree of their adaptation in the team, the achievement of results that are acceptable to them and necessary for the successful functioning of the organization. The aim of the study is to describe the essence of the students’ professional self-expression culture, the regularities and principles of its development. The study used: theoretical methods – analysis, generalization, systematization of scientific materials on the topic; empirical methods – testing. The use of theoretical methods resulted in the conclusion that self-expression has essential characteristics, including the ways in which people express themselves in the world, demonstrate their preferences, values, and beliefs. It necessary to note the importance of the ability to implement it taking into account the norms of social and professional culture. This creates the preconditions for analyzing issues concerning the culture of professional self-expression. These are the characteristics and methods of self-organized activities performed by students, in which the values of the profession are demonstrated, emotions are expressed in accordance with their internal status and the requirements of the area of training, based on reflection and the search for the most successful options for self-expression. The regularities of the development of the professional self-expression culture identified by the author are combined into three groups – regularities of essence, development, and effectiveness demonstrating, respectively, the essential characteristics of the phenomenon being studied, the specific features of the changes occurring with them during professional training, and the results of this process. Each regularity is realized according to the basic principles: systematicity and integrity, consistency, competence-axiological conditioning, cultural-professional context, acmeological orientation. The theoretical significance of the work lies in the systematization of views on self-expression, the identification of regularities and principles of the development of students' professional self-expression culture. The practical significance is determined by the fact that the pedagogical conditions created in professional training lead to positive changes in the studied culture, ensuring academic success for students and creating a foundation for future successful adaptation in work teams and career advancement.

This article presents a corpus-based analysis of the frequency of Russian economic terms and explores their pedagogical significance in the professionally oriented teaching of Chinese students. The relevance of the study stems from the need for a scientifically sound selection of terminological vocabulary in the context of intercultural economic education and the increasing demands on the development of professional communicative competence in international students. Mastering Russian economic terminology is complicated for Chinese students by interference of their native language, the lack of direct equivalents, the abstract nature of concepts, and the morphological specificity of the Russian language. The aim of the study is to identify frequent and methodologically significant Russian economic terms based on corpus analysis and pedagogical observation, and to develop scientifically based recommendations for their selection and phased introduction into the teaching of Russian as a foreign language to Chinese students. The methodological basis of the study is formed by corpus linguistics, linguastatistical analysis, and the principles of descriptive linguodidactics. The material is based on data from the National Corpus of the Russian Language and specialized economic texts. Frequency was calculated using the IPM (instances per million) metric, allowing vocabulary to be classified as high-frequency, mid-frequency, and low-frequency. The study found that high-frequency terms form the core of professional discourse and should be introduced at the initial stage of training; mid-frequency terms are characterized by contextual variability and require analytical intake; low-frequency terms relate to highly specialized areas and are appropriate at an advanced level of training. Typical difficulties in learning terminology by Chinese students were identified, related to polysemy, differences in word-formation patterns, and the specific functioning of terms in professional discourse. The theoretical significance of the study lies in the development of a frequency model for systematizing economic terminology, and the practical significance lies in the potential use of the findings in the development of curricula, learning materials, and professional Russian language courses for Chinese students.

In the context of a dynamically changing information and digital learning environment, there is a need for a detailed study of the key areas of development of digital technologies and their impact on the process of professional training. This article provides a comprehensive analysis of current trends in the use of digital platforms in the context of training preservice teachers of professional education. The aim of this study is to provide a theoretical analysis and justification of the key vectors of the implementation of digital educational platforms and their impact on the transformation of pedagogical education. The article provides a detailed review of the conceptual models of integrating digital technologies into the process of professional training and their impact on the development of professional competences in preservice teachers. Special attention is paid to the integration of digital technologies into the process of organizing pedagogical support for students in the digital space of the university. The article substantiates the need for the systematic implementation of blended learning formats that provide a synergistic effect from the combination of traditional and innovative technologies. The importance of developing specialized digital platforms and software solutions aimed at automating routine operations and focusing on the creative component of teachers' professional training is emphasized. In the digital space of the university, new opportunities emerge for diagnosing and evaluating the levels of professional competency development. Traditional criteria (completeness of knowledge, correctness of actions, etc.) can be supplemented with indicators based on the analysis of digital influence on students. Key criteria for the success of an integrated approach within the framework of hybrid learning in higher education are evaluated, which allows identifying optimal strategies for improving the quality of professional education in the era of digital transformation. The theoretical significance of the research is determined by the need to rethink the conceptual foundations of teacher education in the context of digital transformation and the formation of «Education 4.0», the emphasis is shifting from the simple use of digital tools to the development of the student teacher's ability to integrate technology into the pedagogical process at the methodological level. Practical recommendations on the organization of the educational process are presented, taking into account the specifics of the university's digital learning environment and aimed at maximizing the potential of digital platforms to improve the quality of professional training for preservice teachers.

The article is devoted to the development of a methodology for modeling a training workshop aimed at improving the effectiveness of professional training and the formation of practical skills. The main stages of building a training session model are considered, including setting goals, choosing content and teaching methods, designing interactive exercises, and evaluating the results of mastering the material. Special attention is paid to the use of active learning methods, such as business games, case studies, role-playing situations, and group discussions, which allow participants to gain experience in independent decision-making, develop their communication skills, and learn to analyze real professional tasks. A comparative analysis of traditional and innovative approaches to conducting workshops was conducted, and the advantages of the new model were identified, including a high degree of participant engagement, a focus on individual progress, and the achievement of sustainable learning outcomes. The findings indicate the prospects of the proposed model, which opens up broad opportunities for improving the system of additional professional education and improving the quality of training specialists in the conditions of constantly updated requirements of the labor market.