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The article highlights the range of problems concerning the level of physical training of future officers of the Border Guard Service of Ukraine. The purpose of the article was to analyze the peculiarities of physical training of border guard cadets before and after the full-scale invasion. Methods: The methods used in the research were both theoretical and practical. The results of the research were processed due to the comparative analysis. Results: The recorded changes were taken into account in the content of the Draft Military Doctrine of Ukraine and in the developed Instructions for the Physical Training of Border Guard Officers; in the work educational programs devoted to physical training, personnel policy of the law enforcement agency and the quality of the relevant training sessions, improving the level of physical training of future border guard officers. Conclusions: The connection between the quality and the content of physical training of future border guard officers in terms of the effectiveness of defensive as well as dynamics and potential of offensive operations during the war was proved subsequent to the results of the research.

The article reveals the system of socio-economic training (SET) of officers in the process of continuing education. The structure of socio-economic competence of border guard officers studying to get Bachelor and Master degrees was determined, including motivational-ideological, informational-content, conative-deontological, personal-reflexive components. Formation of the socio-economic competence was diagnosed according to the following criteria: motivational, cognitive, activity-based, developing. To implement the SET for cadets and students at the academy was created an optimal educational environment built in compliance with specific pedagogical conditions of SET. The substantiation of these pedagogical conditions was carried out on the basis of expert evaluation, and reliability of results of the experts' work was proven by using dispersion factor analysis. The developed system of SET demonstrates its dynamism, integral properties and is characterized by stable, repeated cause-and-effect relationships. A structural-functional model of the process was designed. Generalization of the results made it possible to prepare methodological recommendations for the teaching staff on the development of socio-economic competence of cadets and students. Verification of the reliability of the results of the formation of socio-economic competence of cadets and students of the Bachelor and Master degrees was carried out by calculating and comparing the Fischer F-criterion. It was found that optimal level of socio-economic competence of the border guard officers can be achieved if the SET of cadets and Master degree students in the process of continuous education at the Academy is organized in accordance with proposed structural-functional model and pedagogical conditions.

The purpose of the article is to check the effectiveness of pedagogical conditions of civic education of senior high school students on the basis of national traditions. Various diagnostic methods were introduced, which made it possible to identify the effectiveness of applying the developed pedagogical conditions, to adjust the methodology for their further implementation. Attention was paid to comparing the results in the control group and the experimental one both on each criterion and on the array of criteria. The authors conclude that it is important to properly combine different research methods based on the research findings on checking the effectiveness of pedagogical conditions of civic education of senior high school students on the basis of national traditions. The significance of the article is that the criteria of the proposed pedagogical conditions in secondary schools will help to improve the process of civic education of senior high school students.

The purpose of the article is to theoretically substantiate and study the peculiarities of the motivational sphere of pedagogical faculty students’ development in the process of professional training in higher education institutions. In the context of the raised problem the questions connected with a self-determination of the student's youth in the professional choice, its awareness, responsibility are investigated; their plans for further work in the specialty, readiness for independent activity and how motivated it is, i.e. what role does motivation play in this process. The peculiarities of motivation development and the specifics of the motivational sphere of students are empirically revealed; peculiarities of pedagogical faculties’ students professional identity development, the level of professional identity components formation; type of career orientation; readiness to private practice; level of motivation to achieve; the guidelines that the students in their activities use are studied.

Анотація. У запропонованій статті автор намагається розкрити актуальність та сутність діагностичної системи визначення рівня сформованості здатності майбутніх офіцерів-прикордонників до професійної взаємодії. Задля отримання достовірних та надійних результатів проблеми діагностики сформованості здатності до професійної взаємодії, автором проаналізовано педагогічну та психологічну наукову літературу щодо питань професійної освіти, підготовки фахівців військових та правоохоронних формувань, моніторингу педагогічних явищ та процесів, прояву професійної взаємодії у різних сферах життя. Розкрито зміст дефініцій «діагностика», «критерій», «показник». З метою якісного аналізу представленої проблеми автор використовував такі методи дослідження: узагальнення та систематизація інформації; логічні процедури аналізу, синтезу та порівняння щодо визначення змісту понять та категорій; контент-аналіз наукових праць (дисертацій, монографій, публікацій тощо). В результати узагальненого аналізу виокремлено теоретичну складову діагностики (критерії) зазначеної здатності: когнітивно-інформаційний (сукупність знань щодо реалізації професійної взаємодії), операційний (система умінь та навичок щодо здійснення професійної взаємодії майбутніми офіцерами-прикордонниками), рефлексивно-особистісний (здатність до самоаналізу та самоосвіти, а також комплекс особистісних якостей майбутніх офіцерів-прикордонників), ціннісний (пріоритетні інтереси, потреби та мотиви щодо реалізації професійної взаємодії), а також практичну (показники) – конкретний прояв цих критеріїв. Враховуючи зазначені критерії та показники, автор обґрунтував відповідні рівні, як глибину прояву конкретних критеріїв та показників: високий, середній, низький. Основним результатом дослідження є створення діагностичної системи сформованості здатності до професійної взаємодії, що є необхідною складовою професійної підготовки майбутніх фахівців прикордонного відомства., In the proposed article the author attempts to open urgency and essence of the diagnostic system of the determination of formation level of the capability of future officer- frontier-guards for professional interaction. The value of professional interaction for the effective functioning of the boundary service of theUkraine is analyzed. For obtaining the reliable and reliable results of the problem of diagnostics of the formation of capability for professional interaction, the author analyzed pedagogical and psychological scientific literature on questions of vocational education, training of the specialists of military and law-enforcement formations, monitoring of pedagogical phenomena and processes, manifestation of professional interaction in different spheres of life. Is opened the content of definitions “diagnostics”, “criterion”, “indicator”. For the purpose of the analysis of the represented problem the author used the following methods of study: generalization and the systematization of information; the logical procedures of analysis, synthesis and comparison for the purpose of the determination of the content of concepts and categories the kontent- analysis of scientific works (theses, monographs, publications, etc). As a result generalized analysis is isolated theoretical component of diagnostics (criteria) of the indicated ability: cognitive- information (body of knowledge on the realization of professional interaction), operating (system of skills and habits on the realization of professional interaction by future officer- frontier-guards), reflexive- personal (capability for introspection and self-education, and also the complex of the personal qualities of future officer- frontier-guards), value (priority interests, the need and motives for the realization of professional interaction), and also practical (indices) – the concrete manifestation of these criteria. Taking into account the criteria indicated and indices, the author substantiated the appropriate levels as the depth of the manifestation of specific criteria and indicatores: high, average, low. The creation of the diagnostic system of the formation of capability for professional interaction is the basic result of a study, it is necessary component of the professional training of the future specialists of boundary department.

The article deals with the description of the peculiarities of pedagogical experiment concerning the assessment of the readiness formation of junior inspectors of the border guard service for professional activity at international border crossing points on the basis of grounded criteria, indicators and levels of their formation. Based on the analysis of scientific and pedagogical and methodological literature, study of practice and generalization of their own professional experience, the authors found out that the criteria for readiness formation of junior inspectors of the border guard service for professional activity at international border crossing points are motivational, psychological and activity ones. It was defined that the pedagogical conditions of the readiness formation of junior inspectors of the border guard service for professional activities at international border crossing points, which were developed by the authors and implemented in the process of training at the Main Personnel Training Center of the State Border Guard Service (SBGS) of Ukraine in general positively influenced their level of readiness formation for professional activity at international border crossing points.

The purpose of the article is to theoretically substantiate and study the peculiarities of the motivational sphere of pedagogical faculty students’ development in the process of professional training in higher education institutions. In the context of the raised problem the questions connected with a self-determination of the student's youth in the professional choice, its awareness, responsibility are investigated; their plans for further work in the specialty, readiness for independent activity and how motivated it is, i.e. what role does motivation play in this process. The peculiarities of motivation development and the specifics of the motivational sphere of students are empirically revealed; peculiarities of pedagogical faculties’ students professional identity development, the level of professional identity components formation; type of career orientation; readiness to private practice; level of motivation to achieve; the guidelines that the students in their activities use are studied.

The purpose of the article is to analyze the content of the methodology of teaching the course «Start-up-technology» to future border guards. Applied research methods: search and bibliographic (for systematization and organization of the source base; system and subject analysis (to clarify the content of scientific and pedagogical concepts and categories in accordance with the research problem); analysis of scientific and methodological literature, dictionary and reference literature). The article highlights the specifics of the methodology of teaching the discipline «Start-up Technology» to future border guards. The authors touched upon the problems of the quality of higher education in Ukraine, and in particular higher military education. A number of scientific works on the research problem are analysed: publications, monographs, and dissertations. The essence of the methodology of teaching «Start-up-technologies» the authors revealed on the example of the specialty «Telecommunications and Radio Engineering» at the Border Academy. The main features of the methodology are: construction of the working program of the prescribed discipline, taking into account the content of the professional activities of border guards; the distribution of classroom hours was carried out in such a way that most of them provided practical training for future border guards. Approximately 26 teaching hours out of 46 classroom classes are practical classes, the rest are lectures and seminars; a wide range of pedagogical technologies was used during practical and seminar classes with future border guards: from interactive conversations to collaborative technologies; ensuring interdisciplinary communication, as «Start-up technologies» are related to the disciplines «Philosophy», «Political and economic systems», «Project management» and others; use of managerial potential of academic discipline, in order to form the ability to make decisions and awareness of responsibility for these decisions; formation of a new style of thinking, demonstrated by the owners of start-ups around the world; expanding the worldview of border cadets; ensuring the education of future border officers, in particular such qualities as tolerance, restraint, etc., Метою статті є аналіз змісту методики викладання навчальної дисципліни «Старт-ап-технології» майбутнім офіцерам-прикордонникам. Застосовані методи дослідження: пошуково-бібліографічний (для систематизації та впорядкування джерельної основи; системний та предметний аналіз (для уточнення змісту науково-педагогічних понять та категорій відповідно до проблеми дослідження); аналіз наукової та методичної літератури, словниково-довідникової літератури. У статті висвітлено специфіку методики викладання навчальної дисципліни «Старт-ап-технології» майбутнім офіцерам-прикордонникам. Автори торкнулись проблем якості вищої освіти в Україні, і зокрема вищої військової освіти. Проаналізовано низку наукових праць з проблеми дослідження: і публікації, і монографії, і дисертації. Сутність методики викладання «Стар-ап-технологій» автори розкрили на прикладі спеціальності «Телекомунікації та радіотехніка» у прикордонній академії. Методика викладання сучасної навчальної дисципліни «Старт-ап-технології» вимагає врахування специфіки організації освітнього процесу у навчальному закладі, змісту професійної діяльності майбутніх офіцерів-прикордонників та оптимального рівня підготовленості до її викладання науково-педагогічних працівників.

El artículo tiene como objetivo analizar los enfoques modernos hacia el problema de formar la imagen de la profesión para los futuros oficiales de la guardia fronteriza en el proceso de educación y capacitación en la Academia Nacional del Servicio Estatal de la Guardia de Fronteras de Ucrania. Los resultados obtenidos proporcionan información sobre las diversas ideas de los cadetes sobre su futura profesión y una variedad significativa de percepciones controvertidas de sí mismos como sujetos de actividad profesional. Los resultados también mostraron desafíos del proceso de educación y capacitación ya que cada grupo de cadetes requiere diferenciación en el profesional. proceso de entrenamiento.