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The article, based on the analysis of scientific sources and empirical material, characterizes the theoretical principles of the application of situational learning technology in the training of future social workers (on the example of teaching the educational discipline "Fundamentals of scenario work and art therapy"). The professional activity of future social workers is described as situational activity, during which one type of professional situation is replaced by another or prompts the emergence of another professional situation. In order to learn to make the right decisions, it is necessary to train this ability, and therefore full-fledged professional knowledge and skills can be obtained only by developing situational thinking in the process of situational analysis. The analysis of a real educational situation by roles in classes on the discipline "Fundamentals of scenario work and art therapy" will help future social workers to form their own attitude towards it, gain experience through the game, promote the development of imagination and critical thinking skills, the ability to find and consider alternative options for actions, sympathize with others It is noted that the modern professional development of future social workers should be implemented through the introduction of a didactically justified solution to a wide range of professional situations in the process of teaching the educational discipline "Fundamentals of scenario work and art therapy". One of the contradictions of professional training is emphasized: between the traditional approach to the didactic system of training future social workers and the realities of educational activity, which requires situational mobility from the specialist, which is the result of special situational training with the use of appropriate technology.

Objective: The study aims to clarify the most crucial interconnections of professional motivation with the features of this activity, its dependence on professional motivation and the personal traits of officers. Background: The article presents the results of motivational research of the professional activity of officers. The received empirical data define the differences in visibility of professional motives and aims of activity, means and conditions of their implementation depending on the stage of professional development of the tested. Method: The main research methods are: the study of literature on the research problem; the diagnosis of the visibility of the most prominent motives of the tested professional goals and the aims of their achievement have been carried out with the aid of the developed survey the core of which is formed by the requirements to reflect in its structure the holistic psychological, professional, social and other peculiarities of the MPA of officers. Results: There's been research conducted on the interconnection of professional activity with personal traits and features, which has allowed to determine the peculiarities of personal determinacy of separate motivational components. As a result of this research, it has been established, that the demonstration of professional motives and aims of activity in the process of personal development depends on personal qualities. Conclusion: At the first stage the more significant qualities are considered to be openness to receive new experience, initiative in terms of social contacts, high level of neuroticism, internality in the sphere of achievements; at the second stage – decency, the inclination to approve, internality in terms of interpersonal communication, at the third stage – emotional sustainability, the inclination to approve, internality in terms of life perception, internality in terms of family.

<p>W artykule, w oparciu o analizę źródeł naukowych i materiału empirycznego, scharakteryzowano metodę wprowadzania kształcenia kreatywnego na uczelniach pedagogicznych na Ukrainie. Stwierdzono, że twórcza technologia uczenia się sytuacyjnego w przyszłych szkoleniach dla nauczycieli jest fragmentarycznie wykorzystywana w instytucjach szkolnictwa wyższego Ukrainy. Jest to realizowane w formie pojedynczego i niesystematycznego zastosowania metody analizy konkretnych sytuacji oraz faktycznego braku zastosowania metody przypadków. Jednocześnie odbywa się to przede wszystkim w warunkach tradycyjnej edukacji, podczas gdy analiza sytuacji pedagogicznej jest przeprowadzana przez nauczyciela lub studenta, a dyskusja czy akceptacja grupy i uzasadnienia decyzji nie występują. Ponadto należy wskazać, że elementarny poziom zastosowania wskazanej technologii uczenia się jest spowodowany nieprzygotowaniem psychodydaktycznym nauczycieli do tego procesu.</p>