The article is devoted to the results of experimental training in forming the readiness of future pedagogues to successfully perform their professional tasks by means of research work. Also this article deals with the author's approach to the application of methodological tools for the formation of professional competence in higher education applicants at all stages of university education. The article is focused on the need to build modern higher education based on the principles of organizing research activities with a practical and pragmatic orientation. The factors of systemic influence on the effective research activity of future pedagogues are identified and analyzed. The experimental study was conducted in a parallel structure, thus, two homogeneous objects were identified-experimental and control groups. In experimental groups, the author's method of teaching future teachers was used; in the control groups, the educational process followed the traditional scheme of studying in HEIs. The comparison of both objects of the study was performed both before and after the experiment. It is proved that successful implementation of the experimental programme will contribute to meet the needs of future educators in quality higher education, expand their professional competence, create the conditions for scientific research. The results of comparisons and contrasts of initial and final characteristics of the formation of the future pedagogues' readiness to successful perform professional tasks by means of research are presented; the efficiency and effectiveness of the above-mentioned process are proved.
The article is devoted to the problem of preparing of future ESP teachers in the context of higher education. Taking into account the necessity of solving the problem of acquiring not only purely theoretical and applied linguistic knowledge, but also knowledge from a certain professional area (for example, medicine, pharmacy, economics, law, engineering), the role of the formation of self-development competence as a means of expanding and deepening of vocational training gained at the university is presented. Self-development competence of the ESP teacher is the ability to evaluate one’s professional achievements, to choose the ways of optimizing personal level of intelligence aimed at self-improvement, to practically embody personality changes, control efficiency, adjust the conditions for self-change. The crucial components of this process are: self-analysis of knowledge, skills and know-hows, that can ensure full inclusion of the individual into professional and pedagogical activity at its highest innovative-creative level; designing ways of their development; selection and realization of corresponding receptions in all spheres of vital functions of the ESP teacher as a carrier and creator of humanistic values in society; self-control and self-correction. Self-development competence provides individuals with a promising opportunity to resolve problems characterized by increasing complexity, gradually expand their professionally important knowledge, master new creative opportunities.
The article discusses the problem of the formation of future teachers’ project competence to design learning process of General English (GE), Language for Specific Purposes (LSP) and English for Specific Purposes (ESP). We used the questionnaire to identify the interest of the third-year students in learning GE, methods, as well as factors which influence the study of GE at Odessa I. I. Mechnikov National University. The methods of expert assessment and self-assessment were used to identify the level of project competence, based on such indicators, as the ability to determine the current level of language and professional training of students, their interests and skills; the ability to single out relevant information and communication technologies that are optimal for teaching GE, ESP and LSP in each group of students; the ability to differentiate methods to enhance the interest of students, create a positive emotional atmosphere in the classroom; the ability to determine the prospects for the development of personal and professional qualities of students; the ability to select the best methods for each student to study GE, ESP, LSP using on-line, e-learning. The data reflects levels of formation of project competence. In order to form this competence of future teachers, we have developed the project activities and creative tasks, aimed at the formation of skills and knowledge about the organization of learning process of GE, LSP and ESP.
The transformation in the system of business relations in modern times has led to the formation of the economy based on knowledge. Relevant processes place qualitatively new demands to the managerial staff in this system and, consequently, to the technologies of their professional training. Effective usage of innovations in pedagogy for the training of managers becomes one of the fundamental factors in the formation of competitiveness of knowledge economy. The purpose of the paper is to reveal the essential characteristics, generalization and justification of social and pedagogical innovations in the professional training of managers under the conditions of the formation of a knowledge economy. The methodological principles, which the given analysis is based on, include the implementation of a set of universal and special methods of scientific cognition. Results. The role of education is defined as the foundation for the economy based on knowledge. In total, it is possible to distinguish three main areas for optimization of the process of professional and personal development of future managers: expanded implementation to the system of in-class activities forms, methods and technologies that teach to perform practically all managerial functions and actions under different market conditions; implementation to the educational institution of out-of-class forms of practical work that develop market and managerial thinking and other qualities, skills, and abilities; expansion of personality developing space in the educational institution. So, in the context of the knowledge economy formation, important means for the development of managers’ economic knowledge are those that are aimed at studying, analysing the achievements of economic thought, understanding information, and generating their own effective options for management optimization. Based on this, the priority social and pedagogical innovations are: projecting and modelling in management, research, and creative activity. Practical implications. In the project process, a clear formulation of the project’s goals and objectives, development of the final material product (business plan; measures to optimize management of a certain enterprise sector; a set of diagnostic methods for assessing the professional competence of applicants for the position, etc.) were assumed. Modelling allowed developing and exploring models of objects of economic activity, which helped to systematize knowledge about them, to specify their components, to disclose new functions. Research and creative activity allowed students to study at the empirical and theoretical levels in the economic sphere, the laws of its phenomena functioning in the context of their systemic interconnection with the goal of knowledge development about it, generating and implementing effective approaches to solve problems.
The article examines the problem to form the lexical competence of future bachelors of philology using the works of French poets. Students' lexical
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