Keyword: «professional training»

The article is devoted to the analysis of the legal foundations of in-house management training. The key legislative acts regulating this process are considered, as well as problems related to insufficient specification of standards, digitalization and financing of education. The article offers recommendations for improving legal regulation, taking into account modern challenges and international experience.

The modern system of higher education places increasingly high demands on the level of graduate training, especially in the context of globalization and growing mobility of professional personnel. In this regard, the development of sustainable self-learning skills among students becomes particularly relevant and an integral part of professional education. One of the priority areas is the development of foreign language professional competence as a means of integration into the international professional community. Foreign language competence is regarded not only as proficiency in a foreign language, but also as a complex category that includes the ability to use the language in professional and intercultural communication. The aim of this study is to analyze the conceptual foundations of the independent development of foreign language competence among students, as well as to explore methodological approaches aimed at its enhancement in the context of higher education. Special attention is paid to students’ independent learning activities, which contribute not only to the development of language skills but also to the formation of universal competences such as critical thinking, information literacy, and self-organization. The study employs theoretical methods, including the analysis of scientific and educational literature, as well as comparative, systemic, and structural-functional approaches. As a result, key structural components of foreign language competence have been identified—linguistic, communicative, pragmatic, and sociocultural. The study presents the levels of competence formation and practice-oriented recommendations for its development. The theoretical significance of the research lies in clarifying the structure of foreign language competence and identifying its components in the context of professional training. The practical significance consists in the development of recommendations for promoting students’ autonomous learning activities. The scientific novelty lies in a comprehensive approach to the analysis of self-educational strategies for developing foreign language competence, taking into account the current requirements for pedagogical training.

The article considers a contextual approach to teaching physics in high school, which is aimed at integrating theoretical knowledge with real-life situations and professional activities. The key advantages of this method are described, such as increasing students' motivation, developing critical thinking and preparing for future professional activities. Examples of the introduction of contextual tasks into the educational process are offered, which contributes to a deeper assimilation of the material and increases interest in the topics studied.

The relevance of the research stems from a growing demand for educators proficient in several foreign languages, possessing a command of their professional metalanguage, and capable of seamless code-switching. Therefore, implementing a model of bilingual professional training for students majoring in linguodidactics is increasingly relevant. This model facilitates the concurrent development of two foreign languages alongside specialized professional knowledge. However, within higher education system, proponents of the traditional approach – where communicative competence in each language is developed independently, and professional disciplines are typically mastered in the native language or only in one foreign language – often resist the integration of such a model, even in light of its potential benefits. This article aims to substantiate the relevance and necessity of developing a model of bilingual professional training for students majoring in linguodidactics. The primary research methods employed by the author include an analysis of scholarly and methodological works dedicated to simultaneous learning of several foreign languages, as well as surveys and experimental learning. The empirical foundation of this study is comprised of the results of a survey and experimental learning involving graduate students majoring in linguodidactics, demonstrating a need for bilingual training and an awareness among students of the importance of proficiency in two foreign languages. As a result, based on an analysis of trends in contemporary language education, the needs of current and student teachers, and analytical syntheses of documents regulating the educational process, the significance and necessity of developing the model have been demonstrated. The theoretical significance of this article resides in the description of external and internal factors that prove the potential and demand for a bilingual professional training model. The practical significance is manifested in the fact that the data obtained can be utilized as premises for the further development of a bilingual professional training model.

The article considers an individual educational route in training students for higher pedagogical education programs. The structure of the individual educational route in the aggregate of all structural components is given. The features of its design are revealed.