Select your language
Select your language
author: Valerii Sekisov
Urgency of the research. Social and political processes that are taking place in Ukraine have made the problem of the church-state relations, as well as church-civil society relations to be a matter of high urgency. Today the first and foremost task of theology is to reconcile faith with social reality. Social transformations have led to revision of traditional approaches and interpretations of church-state-society relations and outlined new challenges that go beyond established views and encourage defining public position and active participation in modern processes. The same applies to individual religious communities, where discussions on the "Christian attitude to power" continue. Important aspects of such discussions are the reference to biblical texts, as well as the discovery of the achievements of theological thought in the field of political theology.
Target setting. The twentieth century was heavily marked with deep crisis and terrible wars that appeared to be a real test for all humanity. The church therefore faced new challenges that required new answers. The interwar period became a dramatic background for the formation of a new theological movement of Protestantism, which later became known as dialectical theology or crisis theology. Formation and struggle of new visions and trajectories on the European continent were largely linked to Germany and the German Church, and one of the most important challenges was the search for a new theological vision in relation of meaning, role and functions of church and state.
Actual scientific researches and issues analysis. Today, the problem of the relations between church and state is studied by a wide range of experts.
Our study is based on the works of K. Bart and S. Hauerwas, as well as some texts of both Ukrainian and foreign researchers. Among them are M. Cherenkov, James King, Richard Bell and others.
The research objective. The purpose of this study is to review the theological concepts of K. Barth and S. Hauerwas regarding state and church, their comparison and search for possible implications.
The statement of basic materials. The paper provides analysis of the teachings of K. Barth and S. Hauerwas on the relations between church and state. Unlike the Reformers, Swiss theologian proves the possibility of a positive connection between church and state and points out some ways of its realization. According to K. Barth, both church and state, belong to the Christological sphere, which legitimizes the latter for the church community, as well as calls for mutual service. According to S. Hauerwas, the criterion of power is the legitimization of violence, while the special feature of the church is the ability to make peace. In addition, Hauerwas demonstrates the danger of uncritical acceptance of dominant narratives on the example of liberalism. Thus, on the one hand, the paper demonstrates, the differences in the views of K. Barth and S. Hauerwas, and on the other hand, reflects on common grounds of both theologians, making this research highly relevant today.
Conclusions. A comparison of certain aspects of the political theology of K. Barth and S. Hauerwas helps us to outline the possible advantages and disadvantages of these approaches more clearly. Thus, there are only a few touches on the theological understanding of the state in Hauerwas's theology, which makes it impossible to criticize it, while Barth's political ideal of the Christian community is depicted too abstractly and may be applied too broadly. At the same time, the comparison of the two, makes it possible to single out common themes. Both Barth and Hauerwas emphased the central role of the Christological and ecclesiological concept in political theology in general, as well as an understanding of the exclusive role of the church in shaping of political space. According to the famous words of the American theologian: “The church does not have a social ethic; the church is a social ethic.” Thus, the church serves as a challenge to civil society and vice versa. Finally, despite Barth's criticism of apoliticism, Hauerwas believes that uncritical biased position of the church can make it a hostage, when Christians react rather than respond to pressing challenges. In this case, the church only follows ideological trends, instead of building its own policy based on Scripture and shaped through the practices of the Christian community.
Keywords: K. Barth, S. Hauerwas, the church, the state, political theology, liberalism.
References:
1. Bell, R 1974. ‘Kierkegaard and Wittgenstein: two strategies for understanding theology’, Iliff Review, 31, № 3, pp. 21-34.
2. Hauerwas, S 1994. ‘Dispatches from the front’, Duke University Press.
3. Yoder, J H 1989. ‘Body Politics: Five Practices of the Christian Community Before the Watching World’, Nashvill: Discipleship Resources.
4. King, J 2014. ‘Theologizing the state: what Hauerwas could have learned from Yoder’, International Journal of Public Theology, 8 № 3, pр. 313-329
5. Forell, WG 1962. Realized faith, the Ethics of Dietrich Bonhoeffer. In: M. E. Marty, ed. 1962. The place of Bonhoeffer. New York: Association Press. Ch. 8.
6. Bart, K 2006. Opravdanie i pravo (Justification and Right), per. s nem. A. Petrova, Moskva : BBI im. Sv. Andreya, 146 s.
7. Bart, K 2005. Poslanie k Rimlyanam (Epistle to the Romans), per. s nem. A. Petrova, Moskva : BBI im. Sv. Andreya, 580 s.
8. Kalvin, Zh 1999. Nastavleniya v hristianskoj vere (Instructions in the Christian faith), Moskva : Izdatelstvo Rossijskogo gumanitarnogo universiteta, T. 3, 640 s..
9. Cherenkov, M 2015. ‘Socialna teologiya yak theologia prima nashogo chasu (Social theology as theologia prima of our time)’, Religiya v Ukrayini. Dostupno: <https://www.religion.in.ua/zmi/ukrainian_zmi/29961-socialna-teologiya-yak-theologia-prima-nashogo-chasu.html> [20 Traven 2021].
author: Olha Zadorozhna
Urgency of the research. Today's challenges pose new tasks to the education sector. The Covid-19 pandemic has given a powerful impetus to the development of information technology and especially to the expansion of its scope. The structure of educational communication is being rethought in connection with the spread of distance education and the active development of "technical intermediaries" who have a strong potential for inexhaustible opportunities.
Target setting. The use of distance educational technologies leads to overcoming many problems of edu-cational content development, associated with a sharp increase of the amount of educational material, which is transmitted indirectly through technical means. In this regard, there is a need to study and thoroughly investigate the effectiveness of communicative interaction between teacher and graduate, as a driving force in the development of the specialist, a means of teaching and education.
Actual scientific researches and issues analysis. The problem of the communicative interaction of the subjects in the pedagogical process is not new in science. Starting with the mid-70s, pp. twentieth century, terminology linked to the problem of interpersonal communication in educational activities has been actively developed and introduced into the domestic psychological and pedagogical science (A. Bodalov, I. Zimnyaya, V. Kan-Kalik, A. Mudrik, T. Shchrban and others), the attention is accorded to the "pedagogical interaction" (S. Amonashvili, V. Afanasyev, A. Bulkin, V. Vlasenko, B. Gershunsky, M. Yevtukh, V. Kan-Kalik, M. Obozov, M. Schevandrin and other). The influence of communication on the consciousness of the subjects of the educational process was presented in the works of V. Borev, A. Kovalenko, A. Derkach, D. Brudny and others
The research objective. The forced transition to distance and mixed forms of organization of the educational process due to the Covid-19 pandemic has aroused an increased interest to the development of these forms of education. That is why in our study we will focus on the particularities of communication between teacher and student in higher education in the absence of direct face-to-face communication between participants in the educational process.
The statement of basic materials. The learning situation is first of all revealed as a situation of communicative interaction.
The difficulties of communication lie in the essence of distance learning, namely in the fact that its subjects are divided in space and possibly in time.
When organizing the communicative interaction of the subjects of the pedagogical process in the educational environment with the use of remote technologies, it becomes especially important to create appropriate conditions for the development of the subjective position of students through updating and enriching of their own subjective experience (appeal to previously accumulated knowledge and skills to the use of different methods and independent choice of the task, creating situations of moral choice, encouraging the search for non-standard options for solving cognitive issues (problems), the organization of cognition through experience, the actualization of sensory experience, etc.); development of action in educational activity (encouragement of initiative, creation of situations of choice, organization of project activity, etc.).
Conclusions. Peculiarities of communicative interaction of subjects of pedagogical process in educational environment with application of remote technologies follow from the very specifics of virtual environment, features of interaction in it and organization of transfer of educational information in the conditions of virtual interaction. These particularities determine the specifics of psychological and pedagogical conditions that take into account the full potential of Internet technology and create a special educational environment that will be based on the psychological characteristics of the individual and his intellectual development, internal resources, not coercion.
Keywords: educational communi-cation, communicative interaction, subjects of educational process, subject-subject communication, distance studying.
References
1. Antonova, AM 2011. ‘Subekt-subektnoe vzaimodejstvie v obrazovatelnom processe kolledzha kak uslovie organizacii uchebno-issledovatelskoj deyatelnosti uchashegosya (Subject-subject interaction in the educational process of the college as a condition for organizing the student's educational and research activities)’, Nauchnye problemy gumanitarnyh issledovanij: nauchno-teoreticheskij zhurnal, Vypusk 9, s. 137–144.
2. Barabanova, ZP 2008. ‘Organizaciya obrazovatelnogo vzaimodejstviya mezhdu pedagogom i uchashimisya (Organization of educational interaction between teacher and students)’, Sovremennye naukoemkie tehnologii, № 1, s. 40-42. Dostupno: <http://www.top-technologies.ru/ru/article/view?id=23052>. [19 Traven 2021].
3. Bozhovich, LI 1968. Lichnost i ee formirovanie v detskom vozraste (Personality and its formation in childhood), Moskva: Prosveshenie, 464 s.
4. Bojko, A 2012. ‘Sub’yekt-sub’yektni vidnosini u pedagogichnomu procesi zagalnoosvitnoyi i vishoyi shkoli (Subject-subject relations in the pedagogical process of secondary and higher school)’, Pedagogichni nauki, № 54, s. 5-14.
5. Bulganina, SV, Lebedeva, TE, Hozerova, TP & Shkunova, AA 2014. ‘Preimushestva i vozmozhnosti ispolzovaniya distancionnyh tehnologij sredstvami sredy Moodle v kontekste smeshannogo obucheniya (Advantages and possibilities of using distance technologies by means of the Moodle environment in the context of blended learning)’, Internet-zhurnal “Naukovedenie”, Vypusk 5 (24). Dostupno: <http://naukovedenie.ru>. [19 Traven 2021]..
6. Vishkivska, VB, Shikirinska, OV, Petlyayeva, VV & Vojchun, OV 2020. ‘Organizaciya sub’yekt-sub’yektnoyi vzayemodiyi uchasnikiv osvitnogo procesu zakladiv vishoyi osviti yak umova realizaciyi gumanno oriyentovanih strategij profesijnoyi pidgotovki majbutnih uchiteliv (Організація суб’єкт-суб’єктної взаємодії учасників освітнього процесу закладів вищої освіти як умова реалізації гуманно орієнтованих стратегій професійної підготовки майбутніх учителів)’, Pedagogika formuvannya tvorchoyi osobistosti u vishij i zagalnoosvitnij shkolah, № 70, T. 1., s. 167-170.
7. Gonchar, OV 2012. Novitni tehnologiyi sub’yekt-sub’yektnoyi vzayemodiyi uchasnikiv navchalnogo procesu vishoyi shkoli (Новітні технології суб’єкт-суб’єктної взаємодії учасників навчального процесу вищої школи). Dostupno: <https://www.sportpedagogy.org.ua/html/journal/2012-03/12govshs.pdf>. [19 Traven 2021].
8. Zhelanova, V 2016. ‘Sub’yekt – sub’yektna vzayemodiya vihovatelya i vihovanciv yak zasib tvorchoyi samorealizaciyi osobistosti (Суб’єкт – суб’єктна взаємодія вихователя і вихованців як засіб творчої самореалізації особистості)’, Pedagogichnij chasopis Volini, №2 (3), S. 71-76.
9. Ilkevich, BV & Suhodolova, EM 2018. ‘Modelirovanie processa razvitiya kultury mezhlichnostnogo obsheniya studentov, obuchayushihsya s primeneniem distancionnyh obrazovatelnyh tehnologij (Modeling the process of developing a culture of interpersonal communication of students studying with the use of distance educational technologies)’, Vestnik SYuI, Seriya “Pedagogicheskie nauki”, s 103-108.
10. Karskanova, S 2018. ‘Psihologichne blagopoluchchya osobistosti suchasnogo pedagoga yak vtilennya idej V. O. Suhomlinskogo pro shaslivogo pedagoga (Psychological well-being of the modern teacher as an embodiment of VO Sukhomlinsky's ideas about a happy teacher)’, Naukovij visnik MNU imeni V. O. Suhomlinskogo. Pedagogichni nauki, № 3 (62), Tom 1, s. 63-68.
11. Muhametzyanova, FSh, Kamaleeva, AR, Gruzkova, SYu & Hadiullina, RR 2016. ‘Organizaciya vzaimodejstviya subektov obrazovatelnogo processa pri ispolzovanii platform distancionnogo obucheniya (Organization of interaction between subjects of the educational process when using distance learning platforms)’, Otkrytoe obrazovanie, T. 20, № 3, s. 36-42.
12. Rak, E 2009. ‘Socialnyj aspekt vzaimodejstviya prepodavatelya i studenta v processe distancionnogo obucheniya (The social aspect of teacher-student interaction in the process of distance learning)’, Vlast, № 6, s. 55-57.
13. Rubcov, VV 2008. Socialno-geneticheskaya psihologiya razvivayushego obrazovaniya: deyatelnostnyj pohod (Socio-genetic psychology of developmental education: an activity approach), Moskva: MGPPU, 416 s. Dostupno: <http://psychlib.ru/mgppu/RSg-2008/RSG-001.HTM#$p1>. [19 Traven 2021].
14. Sergeyeva, V 2015. ‘Pedagogichna komunikativna vzayemodiya v sistemi “uchitel – uchni” ta yiyi vihovna cinnist v umovah spilnoyi tvorchoyi diyalnosti (Pedagogical communicative interaction in the system "teacher - students" and its educational value in the conditions of joint creative activity)’, Pedagogichnij chasopis Volini, Rozdil 2. Innovacijni procesi v osviti, s. 57-63.
15. Sherban, TD 2004. Psihologiya navchalnogo spilkuvannya (Psychology of educational communication). Monografiya, Kiyiv: Milenium, 346 s.
author: Tetyana Snyatkova
Urgency of the research. The phenomenon of maternal deprivation is actively becoming widespread in the modern socioeconomic instability of society. Deprivation of the child at an early age of emotional contact with the mother, lack of love and care leads to disorders in the mental development of the person. Without the provision of specially organized psychological and pedagogical assistance, primary deviations cause the appearance of secondary ones, which leads to the emergence of a false circle of development, a complex of violations in the leading areas of the child's life.
Target setting. Disorders of speech, sensory, emotional development are the most characteristic consequences for an early child in maternal deprivation. The specific characteristics of the child’s development require an individual and differentiated approach to each individual in the planning and organization of the educational process for children of this category.
Actual scientific researches and issues analysis. The phenomenon of deprivation is covered in the works of J. Bowlby, D. Vinnikot, N. Dmytriyuk, Y. Langmaier, Z. Matechek, etc. The analysis of the factors that affect the appearance of deprivation is presented in the researches of A. Zababurina, E. Smirnova, A. Pariykhozhan, T. Shulha, I. Yaroslavtseva, and others. The signs and components of maternal deprivation were considered by such scientists as A. Barges, E. Erikson, D. Isaiev, S. Petrova, and others. V. Mukhina, I. Dubrovina, M. Tolstykh considered the consequences of maternal deprivation on the mental development of the personality.
The research objective. To carry out the theoretical analysis of features of the content and organization of the educational process with young children in conditions of maternal deprivation.
The statement of basic material. In the psychological and pedagogical literature, the term “maternal deprivation” is used to refer to the mental state of the person that arose due to the insufficiency or complete absence of sensual, emotional ties between the child and the mother. The duration, strength, and age at which maternal deprivation began are the leading determinants of the level and breadth of impairment in a child's mental development. Even prolonged separation from the mother (for example, as a result of hospitalization of the child) leads to the traumatization of the child's psyche at an early age. Within the framework of the reform of the system of institutional care and upbringing of children in Ukraine, the question arises of the need to develop educational programs taking into account the specifics of the child's personal development in conditions of maternal deprivation.
Conclusions. The analysis of the regulatory framework and scientific literature made it possible to determine that the content and organization of the educational process with young children should be based on the basic component of preschool education, taking into account the specifics of the deprived person and the existing level of development of the child in all educational areas.
Keywords: maternal deprivation, early age, educational process, basic component of preschool education.
References:
1. Aleksandrova, LYu 2011. ‘Specialno-pedagogicheskie tehniki kak napravlenie logopedicheskoj pomoshi detyam rannego vozrasta v usloviyah materinskoj deprivacii (Special pedagogical techniques as a direction of speech therapy assistance to young children in conditions of maternal deprivation)’, Vestnik Novgorodskogo gosudarstvennogo universiteta, № 64, s. 8-11.
2. Verhovna Rada Ukrayini 2017. Pro Nacionalnu strategiyu reformuvannya sistemi institucijnogo doglyadu ta vihovannya ditej na 2017 – 2026 roki (National strategy for reforming the system of institutional care and upbringing of children for 2017 - 2026), № 526-r. Dostupno: <https://zakon.rada.gov.ua/laws/show/526-2017-%D1%80#Text>. [23 Travnya 2021].
3. Goshovskij, YaO 2008. Resocializaciya deprivovanoyi osobistosti (Resocialization of the deprived person), Drogobich: Kolo.
4. Dmitriyuk, N 2015. ‘Naukovo-praktichnij aspekt problemi deprivovanoyi osobistosti (Scientific and practical aspect of the problem of deprived person)’, Aktualni problemi psihologiyi, T. 1, № 42, s. 128-133.
5. Zababurina, OS & Pomogaeva, VI 2015. ‘Psihicheskoe razvitie detej mladencheskogo i rannego vozrasta v usloviyah materinskoj deprivacii (Mental development of infants and young children in conditions of maternal deprivation)’, Uchenye zapiski Orlovskogo gosudarstvennogo universiteta, T. 1, № 64, s. 372-275.
6. Ilina, ET (red) 2002. Mediko-psihologo-pedagogicheskaya reabilitaciya detej v domah rebenka (sovremennye aspekty) (Medical, psychological and pedagogical rehabilitation of children in children's homes (modern aspects)), Moskva: Izd-vo “LO Moskoviya”.
7. Langmejer, J & Matejchek, Z 1984. Psihologicheskaya deprivaciya v detskom vozraste (Psychological deprivation in childhood), Praga : Medicinskoe izdatelstvo Avicenum.
8. Ministerstvo osviti i nauki Ukrayini 2021. Pro zatverdzhennya Bazovogo komponenta doshkilnoyi osviti (Derzhavnogo standartu doshkilnoyi osviti) nova redakciya (On approval of the Basic component of preschool education (State standard of preschool education) new edition), № 33. Dostupno: <https://mon.gov.ua/storage/app/media/rizne/2021/12.01/Pro_novu_redaktsiyu%20Bazovoho%20komponenta%20doshkilnoyi%20osvity.pdf>. [23 Travnya 2021].
9. Ministerstvo socialnoyi politiki Ukrayini 2020. Zahist sim’yi ta ditej (Protect family and children). Dostupno: <https://www.msp.gov.ua/news/18836.html>. [24 Travnya 2021].
10. Muhina, VS (red.) 1991. Lishennye roditelskogo popechitelstva (Deprived of parental care), Moskva: Prosveshenie.
authors: Pavlo Kindrat, Ihor Voitovych, Vladimir Mashchenko
Urgency of the research. The relevance of the research topic is to provide quality training for future physics teachers to work with modern computer technology, in particular, with computer modeling in physics.
Target setting. Exploring the possibilities of creating and using computer models and virtual computer labs in the process of teaching physics is the main problem of this research.
Actual scientific researches and issues analysis. O. V. Semenikhina, A. V. Trukhin, Yu. V. Khvorostina, V. G. Shamonya, A. O. Yurchenko consi-ders virtual laboratories as a tool of educational and scientific activity and as a component of modern experiment. In the research of E. O. Kozlovsky and G. M. Kravtsova the role of virtual laboratories in the structure of the distance learning system is shown.
The research objective. As the using of virtual physics labs, computer models, specialized software products and web applications makes it possible to model and visually demonstrate certain physical phenomena or processes, we have a task to develop our own computer models and teaching future physics teachers for it.
The statement of basic materials. The advantages and disadvantages of using a virtual laboratory and computer models in the educational process in physics are identified. The expediency of using virtual laboratories and computer models in the context of mixed physics education is substantiated. To teach future physics teachers to create and use computer models of physical phenomena and processes is carried out in a professionally oriented author's course "Methods of using computer technology in professional activities." The stages of development of a physical model for the formulation of a mathematical problem are described and the implementation on the example of development and use of the program "Dynamic model of an ideal gas" is shown.
Conclusions. 1) a method for teaching of future physics teachers to build models of multidimensional subject areas, in particular physical processes and phenomena; 2) developed effective algorithms for solving applied problems in application software for visual and mathematical modeling of physical systems, construction of phase diagrams and phase spaces and amplitudes of dynamic variables depending on the control parameters of the systems; 3) the is realized possibility of information and computer technologies for building a structural and functional model of a virtual computer laboratory in the future.
Keywords: future physics teacher; computer model; virtual physical laboratory
References:
1. Dushenko, VP & Kucheruk, IM 1993. Zagalna fizika. Fizichni osnovi mehaniki. Molekulyarna fizika i termodinamika (General Physics. Physical foundations of mechanics. Molecular physics and thermodynamics), Kiyiv : Visha shkola, 431 s.
2. Kozlovskij, EO & Kravcov, GM 2011. ‘Virtualnaya laboratoriya v strukture sistemy distancionnogo obucheniya (Virtual laboratory in the structure of the distance learning system)’, Informacionnye tehnologii v obrazovanii, № 10. Dostupno: <file:///C:/Users/Win10/Downloads/itvo_2011_10_15.pdf> [27 Kviten 2021].
3. Kosobuckij, PS 2014. Statistichni ta Monte-Karlo algoritmi modelyuvannya vipadkovih procesiv u makro- i mikrosistemah u MathCAD (Statistical and Monte Carlo algorithms for modeling random processes in macro- and microsystems in MathCAD). Monografiya, Lviv: Vidavnictvo Lvivskoyi politehniki, 412 s.
4. Semenihina, OV & Shamonya, VG 2011. ‘Virtualni laboratoriyi yak instrument navchalnoyi ta naukovoyi diyalnosti (Virtual laboratories as a tool for educational and scientific activities)’, Pedagogichni nauki: teoriya, istoriya, innovacijni tehnologiyi, Sumi: Vid-vo SumDPU imeni A.S.Makarenka, № 1 (11), s. 341-346.
5. Truhin, AV 2002. ‘Ob ispolzovanii virtualnyh laboratorij v obrazovanii (There virtual laboratories using in education)’, Otkrytoe i distancionnoe obrazovanie, № 4 (8), s. 70–72. Dostupno: <https://ido.tsu.ru/files/pub2002/4(8)309Truhin_A._(TUSUR).pdf> [27 Kviten 2021].
6. Fraktalnyj analiz processov, struktur i signalov (Fractal analysis of processes, structures and signals) 2006. Pod red. RE Pashenko, Harkov : EkoPerspektiva, 348 s.
7. Yurchenko, AA 2016. ‘Virtualnye laboratorii v uchebnoj fizicheskoj srede (Virtual laboratories in the learning physical environment)’, Informacijni tehnologiyi v profesijnij diyalnosti, № 10. Dostupno: <http://repository.sspu.sumy.ua/handle/123456789/979> [27 Kviten 2021].
8. Yurchenko, AO & Hvorostina, YuV 2016. ‘Virtualna laboratoriya yak skladova suchasnogo eksperimentu (Virtual laboratory as a component of modern experiment)’, Naukovij visnik Uzhgorodskogo universitetu. seriya: “Pedagogika. Socialna robota”, Vipusk 2 (39), s. 281-283.
author: Victoria Akmaldinova
Urgency of the research is to find effective forms, methods, means of forming the readiness of future masters in transport technologies (by air transport) for professional activities, focusing on the study and analysis of knowledge accumulated in the scientific literature on this category.
Target setting. Globalization and integration processes, the transition of modern society to a technological way of life is accompanied by a rapid renewal of technology in leading industries, which causes a change in the nature of engineering and technical activities. In this context, the formation of the readiness of future masters in transport technology (by air transport) for professional activity becomes relevant.
Actual scientific researches and issues analysis. The works by V. Asriyan, G. Gerasimenko, O. Zadkova, G. Leshchenko, O. Moskalenko, T. Plachynda, T. Tarnavska confirm the hypothesis about the promising nature of the formation of the readiness of future masters in transport technologies (by air transport) for professional activity in the new socio-economic conditions.
The research objective. To consider the definition of the phenomenon in scientific discourse; to reveal the features of professional training of future specialists in transport technologies (by air transport) in modern conditions.
The statement of basic materials. The study and analysis of the category “readiness of future specialists in transport technologies (by air transport) to professional activity” in scientific discourse; the definition of this category can be specified as the formation of professional knowledge, skills and abilities that allow to master modern techniques and technologies and quality language training, which provides effective self-realization of professionals in the integration process.
Conclusions. Based on the theoretical analysis, the concept of readiness for professional activity of future masters in transport technologies (by air transport) is defined as a systemic multicomponent education that reflects the sufficient formation of professional knowledge, skills, professionally important personality traits that ensure their success in professional activities. The tendency of integration and development of international relations in the field of transport technologies dictates the need to have in the structure of readiness of future masters in transport technologies (by air transport) for professional activity formed competencies taking into account international standards and innovations in this field.
Keywords: professional training, specialist in transport technologies (by air transport), readiness for professional activity.
References:
1. Bobricka, VI 2017. ‘Profesiina pidhotovka mahistriv u haluzi osvity v Ukraini: suchasni vyklyky, problemy, znakhidky (Professional training of masters in the field of education in Ukraine: modern challenges, problems, findings)’, Visnik Nacionalnogo aviaciinogo universitetu. Pedagogika. Psihologiya, Vip. 1(10), s. 20-23.
2. Bobricka, VI 2013. ‘Pedagogichna tehnologiya yak procesualnii komponent navchalnogo procesu u vish'omu navchalnomu zakladi (Pedagogical technology as a procedural component of the educational process in higher education)’, Naukovii chasopis NPU imeni M.P. Dragomanova. Teoriya i praktika navchannya ta vihovannya, № 23, s. 29-33.
3. Borec, IV 2013. Formuvannya klyuchovih kompetentnostei maibutnih fahivciv z transportnih sistem aviaciinoyi galuzi v procesi profesiinoyi pidgotovki (Formation of key competencies of future specialists in aviation transport systems in the process of professional training). Disertaciya kandidata nauk, Nac. aviac. un-t, Kiyiv, 200 s.
4. Gerasimenko, GV 2015. Formuvannya fahovih kompetentnostei kursantiv lotnih navchalnih zakladiv u procesi vivchennya fundamentalnih disciplin (Formation professional competencies of cadets flight schools in the process of studying fundamental disciplines). Avtoreferat disertaciyi kandidata nauk, Klasich. privat. un-t, Zaporizhzhya, 20 s.
5. Druzhilov, SA 2015. ‘Vliyanie professionalnoi gruppi i professionalnogo soobsh'estva na stanovlenie i sohranenie individualnogo professionalizma (The influence of the professional group and the professional community on the formation and maintenance of individual professionalism)’, Sovremennie nauchnie issledovaniya i innovacii, № 3, ch.5.
6. Lesh'enko, GA 2015. Teoretichni i metodichni zasadi formuvannya profesiinoyi nadiinosti fahivciv z avariinogo obslugovuvannya ta bezpeki na aviaciinomu transporti (Theoretical and methodical bases of formation professional reliability of experts in emergency service and safety on air transport). Disertaciya doktora nauk, KLA Nac. aviac. un-tu, Kirovograd, 494 s.
7. Moskalenko, OI 2016. Teoriya i praktika profesiinoyi pidgotovki maibutnih aviaciinih fahivciv (Theory and practice of professional training of future aviation specialists). Monografiya, Kirovograd : “Eksklyuziv-Sistem”, 590 s.
8. Moskalenko, OI 2012. Formuvannya motivaciyi do profesiinogo spilkuvannya u maibutnih pilotiv mizhnarodnih avialinii u procesi vivchennya fahovih disciplin (Formation of motivation for professional communication in future pilots international airlines in the process of studying professional disciplines). Disertaciya kandidata nauk, CHerkaskii nac. un-t im. B. Hmelnickogo, CHerkasi, 200 s.
9. Plachinda, TS 2015. Teoretichni i metodichni zasadi zabezpechennya yakosti profesiinoyi pidgotovki kursantiv lotnih navchalnih zakladiv v umovah yevrointegraciyi (Theoretical and methodical bases of quality assurance of professional training of cadets of flight educational institutions in the conditions of European integration). Disertaciya doktora nauk, Cherkask. nac. un-t im. B. Hmelnickogo, Cherkasi, 400 s.
10. Ternopilska, VI 2012. ‘Struktura profesiinoyi kompetentnosti maibutnogo fahivcya (The structure of professional competence of the future specialist)’. Naukovii visnik Melitopolskogo derzhavnogo pedagogichnogo un-tu. Pedagogika, № 9, s. 208-213.
11. Yagupov, VV 2000. Viiskova didaktika (Military didactics), Kiyiv, 400 s.
12. Yagupov, VV. & Kmita, YeV 2012. ‘Profesiina komunikativna kompetentnist dispetcheriv upravlinnya povitryanim ruhom: ponyattya, sutnist i zmist (Professional communicative competence of air traffic controllers: concept, essence and content)’. Pedagogicheskie nauki. Problemi podgotovki specialistov. Dostupno: <http://www.rusnauka.com/4_SND_2013/Pedagogica/2_127258.doc.htm> [20 Lyutij 2021].
13. Bachtler, J & McMaster, I 2008. ‘EU Cohesion Policy and the Role of the Regions: Investigating the Influence of Structural Funds in the New Member States’, Environment and Planning, № 2, 405 р.
14. Bakhov, I, Brovko, K, Ternopilska, V, Chernukha, N & Zagorodnya, A 2020. ‘Research of motives for formation of corporate culture of students in the context of the paradigm of cognitive psychology’, Journal of Advanced Pharmacy Education and Research, № 10 (2), р. 195-202.