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.

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.

Lifetime employment of specialists in physical education and sport is possible only under the conditions of enhancing their professional self-development, whose essential component is innovative activity. The article aims to identify the current level of innovation of professional activities of specialists in physical education and sport. It is also essential to determine the main characteristics of the innovation indicator during professional self-development of specialists in physical education and sport. The selected psychodiagnostic methods have made it possible to diagnose specialists in physical education and sport and reveal the main characteristics of the innovation indicator, namely, average, quadratic deviation, asymmetry and excess. The paper also used following methodologies: self-efficacy diagnosis, the level of subjective control and the style of response to changes. The research sample comprised of specialists in physical education and sport of different age groups, with different experience and qualification degree. In total, the study involved 209 participants. The total dispersion of the selected factors for the research groups with a prevailing conservative style is approximately 61%. The development of capability for innovation in specialists in physical education and sport involves enhancing their psychological qualities such as particular sensitivity to professional changes, readiness to take risks and be responsible for possible failures, independent judgment while taking professional decisions, focus on personal and professional self-development, willingness to search for new professional ideas.

Nowadays, sport gives more consistent results than in the past. Therefore, it is important to use sports achievements in physical education of pupils and students in order to increase physical potential of the mankind. The research aims to theoretically justify and experimentally verify a pedagogical technology of training future teachers to organize school sport. Physical training can be considered effective if a relevant technology has been introduced. This technology should consist of the following pedagogical conditions: applying sports and physical education; conducting workshops (practice-oriented training); strengthening joint efforts of subject lecturers; organizing active forms of research activities; conducting systematic monitoring and evaluation; providing lecturers and students with educational and methodological literature. Methods: pedagogical observation, modelling, interviewing, diagnostic interviews, questionnaires, expert evaluation; pedagogical experiment; methods of mathematical statistics. Three experimental groups (56, 30, 27 respondents) and three control groups (55, 30, 29 respondents) were formed. The overall results obtained from control and experimental groups during the formative experiment show positive dynamics of changes in experimental groups. The formulated conclusions verify the research hypothesis that the proposed technology can significantly increase readiness of future teachers to organize school sport provided it has been introduced into practical activities of higher education institutions.