The current research implies that the process of forming professional mobility in future agricultural specialists can be effective due to students' awareness of the sociohistorical characteristics of developing agriculture in Ukraine, starting from the primitive times up till now; understanding of the connection between the manifestation of professional mobility and self-realization of specialists; provision of pedagogical support to sustain continuing education and professional self-improvement of future specialists. The research aims to theoretically justify the sociohistorical background of forming professional mobility in future agricultural specialists. Research methods include interrelated theoretical methods such as retrospective analysis, comparison and synthesis of scientific sources on the problem under study. The study concludes that it is necessary to provide theoretical, methodical and methodological support for the process of forming professional mobility in future agricultural specialists, developing the technologies for forming professional mobility with an emphasis on those qualities that were highlighted when analyzing the sociohistorical characteristics of agriculture development.

Comparative pedagogical analyses were obtained on the basis of the generalised theoretical results. The aim of the study is to discover theoretical, methodological, didactic principles of a professional training of preschool teachers in the context of socio-political, economic, socio-cultural and pedagogical determinants in some European Union countries in order to justify the possibilities of introduction of an innovative European experience in preschool teachers? professional training in Ukraine and other countries. The results of comparative pedagogical research on professional development of preschool teachers? in some countries of the European Union are generalised; models were characterised; organisational and pedagogical support for the professional development of preschool teachers in some countries of the European Union was specified; the influence of European integration processes on the modernisation of professional development of preschool teachers in Ukraine and the comparative analysis of systems of professional development of preschool teachers in some countries of the European Union and Ukraine were studied; promising directions were described in the implementation of innovative ideas of the European experience in the vocational education system in Ukraine.

According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers’ qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage – 28.6%, at the formative stage – 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education.

The article says that despite the decline in health as a professional value and self-realization, future teachers have neurobiological inclinations for self-improvement and reflection. In this regard, new pedagogical conditions and stages of the formation of students 'readiness for physical self-improvement are proposed, namely: students' awareness of the importance of health as a necessary prerequisite for personal and professional self-realization; their mastery of diagnostic techniques, reflective analysis and practical skills to improve their own physical condition; providing pedagogical support for students in physical self-improvement. The experimental stage used a set of methods and techniques: step ergometry, Rufier's and Cooper's tests, watching movies, photos, test tasks, observations, interviews, questionnaires, expert assessments and etc. The number of students being at the local reflexive level increased from 12.2% to 22.2% and at the adaptive algorithmic level – from 28.1% to 41.3%. The percentage of students at the directive empirical level of competency in physical self-improvement decreased from 52.4% to 21.4%. The effectiveness of the designed methodology for developing students’ competency in physical self-improvement was verified by the formative experiment. The hypothesis of the study, which was the subjective neurobiological basis of motivation to improve and reflect on future teachers, was also confirmed, which contributed to the choice of the appropriate profession in order to implement and transmit these personal values.

The progressive mankind has realized that medicine has only relative possibilities in the elimination of the results of destructive processes in the human body and mind, whereas preventive measures, propaedeutics, physical education and sport and other forms which eliminate causes rather than effects are more effective. Experimental work aims to verify the effectiveness of pedagogical conditions, which assure the process of developing healthcare competency in future teachers. The research is based on a hypothesis that healthcare competency of future teachers can be successfully developed under the following pedagogical conditions: enhancing future teachers' motivation; creating learning space; designing the content of training based on interdisciplinarity; accomplishing pedagogical tasks with healthcare content; organizing students' extracurricular activities based on their diversification; implementing healthcare self-development during professional training. The first experimental group (EG 1) comprised 95 respondents, the second experimental group (ЕG 2)-99 respondents, the third experimental group (ЕG 3)-97 respondents; the first control group (CG 1)-101 respondents, the second control group (CG 2)-105 respondents. Results. The high level of healthcare competency formation in EG 1 (33,68%) exceeds similar figures in CG 1 (20,79%) by 12,89%. In EG 2, this difference in comparison with CG 2 amounts to 20,17%. In CG 1 and CG 2, there were many respondents at critical and low levels-46.53% and 53.33% respectively. In EG 1, EG 2 and EG 3, the number of respondents at critical and low levels ranged from 21.63 to 25.26%. Conclusions. Healthcare competency is successfully formed in the process of realizing the developed system and implementing the determined pedagogical conditions. Conclusions. Healthcare competency is successfully developed in the process of realizing the developed system and implementing the determined pedagogical conditions.