The content of the categories “self-education”, “self-educational competence” is analysed. The need for the development of self-educational competence of future specialists in the process of studying professional subjects is actualized. The pedagogical conditions for the formation of self-educational competence of future specialists in the study of professional subjects are determined. Such factors include: motivational and value attitude of future specialists to independent learning and cognitive activities in the process of professional training; ensuring the relationship of all areas of professional training of future specialists (theoretical, methodological, practical), which involves the formation of self-educational competence; development and implementation of educational and methodological support for the development of self-educational competence of students; the use of interactive technologies in teaching professional subjects to build educational dialogue. An experimental verification of the effectiveness of implementation of certain pedagogical conditions. For this purpose, a pedagogical experiment was organized. The conclusion that students of control and experimental groups have significant differences due not to random factors, but to a certain natural reason - conducting research and experimental work on the implementation of pedagogical conditions for the development of self-educational competence of future specialists in the study of professional subjects. Statistical analysis of indicators of transition of students to a higher level of self-educational competence shows that the process of formation of self-educational competence in students of the experimental group is more effective than in students of the control one.

We aimed to develop pedagogical techniques among students, improve their pedagogical abilities as important components of pedagogical excellence during practical classes in the educational disciplines “Introduction into the specialty”, “Culture of professional speech and communication”, “Pedagogy”, “The content and types of professional activities in the field of physical culture and sports”, in particular: organizational, creative, perceptual abilities, emotional stabilit y, optimistic forecasting, For future physical culture teachers to learn how to introspect their skills in pedagogical interaction, we proposed such topics for creative reflection: “My pedagogical culture”, “Pedagogy: science or art”, „My memories of my favorite teacher”, “Physical culture teacher of the future” etc. The inclusion of students in personally oriented activities through the use of the latest educational technologies and the introduction of a special course in the educational process “Fundamentals for the development of pedagogical skills of future physical education teachers” made it possible to reveal the potential of each future teacher of physical education. The comprehensive observance of the above-mentioned pedagogical conditions ensured the effectiveness of the pedagogical skills development of future physical education teachers in the process of training.

Зосереджено увагу на педагогічному діагнозі готовності дітей до навчання на етапі їх підготовки до школи. У результаті польських освітніх реформ ця функція передана від психологів вчителям дошкільних закладів. Організація систематичного, повсякденного спостереження та інтерпретація дитячої діяльності стала невід’ємною складовою роботи вчителя. Розкрито сутність систематичної педагогічної діагностики, охарактеризовано конкретні діагностичні методики. Обґрунтовано їх практичне значення для визначення вчителем ступеню психічного й соціального розвитку дитини, що сприяє виконанню завдань школи, а також факторів, які визначають цей розвиток. Учитель формує комплексний портрет дитини з точки зору її знань та компетентностей, і на його основі розробляє стратегію педагогічного впливу і взаємодії з дитиною на етапу початку шкільного навчання.

No abstract

The concept of foreign-language education is socially and historically conditioned, therefore, scientists consider it necessary in modern conditions to rethink the purpose of studying foreign languages in higher school, to form the additional motivation for mastering a foreign language as a means of international communication. Foreign-language education differs from learning foreign languages: it covers educational values and meanings, forms socially significant qualities, has systemic nature, provides for intercultural and interpersonal communication in the process of cognitive and professional activity. Considering foreign-language education from an axiological position, we understand it as a value at the level of the state, society, and personality. We consider the relationship between state and personal values to be a condition for the effectiveness of foreign-language education that creates a system of language education. We consider acquiring the knowledge of a foreign language to be an element of functional literacy, professional competence, and the integral quality of the individual. The concept is based on integrated teaching of the language and culture of the countries concerned with the dialogue between native and foreign cultures. The purpose of such education is language teaching through culture, culture through language, the formation of homo moralis: a person with a conscience, which distinguishes between good and evil, has high stable moral principles.