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The article analyzes the pedagogical experimental features aimed at resolving the contradiction between general secondary education institutional teacher needs who are ready to design an educational environment in the New Ukrainian School conditions, and the pedagogical institution possibilities of higher education ensuring the formation of this readiness. The main research methods include mathematical statistics, in particular the Student's t-test and the non-parametric Pearson test calculations. The hypothesis is that the created organizational and pedagogical conditions provide an influence on the motivational component formation of the future primary school teacher readiness to design an educational environment. The results of the research confirmed the experimental condition effectiveness. [ABSTRACT FROM AUTHOR]

The objective is the scientific and theoretical basis of the pedagogical conditions of the ethnic component in the contents of a higher education institution and the identification of the effectiveness of its implementation. The article conducts a theoretical and methodological analysis of the theory under study, reveals the essence of the concept of "ethnic component in the contents of a higher education institution", defines approaches, pedagogical conditions for the formation of an ethnic component in the contents of an institution of higher education, and presents a set of principles for its structuring. An experiment was carried out regarding the pedagogical conditions of the ethnic component in the contents of higher education. The results depicted the stages of formation and development of the ethnic component, the history of Kazakh education and the leading trends in current global practice are characterised. [ABSTRACT FROM AUTHOR]

This study investigates the effectiveness of pedagogical conditions for developing soft skills among future officers of the National Guard of Ukraine (NGU) during wartime. Through a mixed-methods approach combining quantitative and qualitative methodologies, we examined the development of essential military leadership competencies in a 12-month pedagogical experiment at the Kyiv Institute of NGU. The study involved 132 participants divided into experimental (n=64) and control (n=68) groups, with the experimental group receiving enhanced soft skills training through specialized pedagogical interventions. Results demonstrate significant improvements in the experimental group across multiple competency areas, including communication skills (31% increase), critical thinking (23%), teamwork (31%), lifelong learning (64%), professional ethics (31%), and leadership abilities (33%). Statistical analysis using the χ2 criterion confirmed the significance of these improvements at the 0.05 level. The findings suggest that structured pedagogical interventions, particularly those integrating combat experience and mentorship approaches, can effectively enhance military officers' soft skills development. This research contributes to the growing body of evidence supporting the importance of systematic soft skills training in military education, especially during periods of active conflict. The study's implications extend beyond the Ukrainian context, offering insights for military education programs globally while highlighting the need for continued research into long-term skill retention and cross-cultural applications.

Due to the digitization of higher education, there is a necessity for the modernization of language specialty training in order to produce highly skilled professionals capable of adapting to the digital world and achieving optimal learning outcomes for future generations. The article aims to effectively employ the model by utilizing readiness components and pedagogical conditions for the formation of future specialists' language competencies from the perspective of speech culture's impact. The following methods were used in the study: analysis, synthesis, comparison, modeling, classification; practical research methods (namely ascertaining, formative and control experiment; observation; surveys). The study revealed a significant increase in the number of respondents who demonstrated understanding of the conceptual-targeted component during the formative stage of the experiment within the experimental group, compared to the control group. After the introduction of the experimental methodology, the content-technological component took a medium and high value. [ABSTRACT FROM AUTHOR]

In the article, the author analyzed the pedagogical conditions for the formation of foreign language communicative competences in institutions of professional pre-higher education in the process of teaching students of 121 program subject area - Software Engineering. During the study, a comprehensive approach was used, including a deep analysis of psychological and pedagogical literature: the study of scientific papers, articles and other sources of information on the topic under study. Analytical work with information sources: synthesis and systematization of acquired knowledge, clear formulation of key concepts and aspects of the topic. It has been established that modern employers expect software engineering professionals to have not only deep technical knowledge but also a high level of English language proficiency. This includes the ability to work with English-language technical documentation, communicate effectively in international projects, and write professional documentation in English. This is especially true for professionals studying at institutions of professional pre-higher education. Foreign language training should be aimed at developing the communication competencies necessary to work effectively in an international environment. The author identifies the main pedagogical conditions, in particular, the formation of motivation in future IT specialists to learn foreign languages; systematic use of digital interactive technologies as a means of forming foreign language communicative competences; creation of professionally oriented teaching and methodological support (in particular, workbooks in in English for professional purposes for each semester); readiness of foreign language teachers to use professionally oriented teaching and methodological support. [ABSTRACT FROM AUTHOR]

Copyright of Ukrainian Professional Education is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogical Sciences is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Effective formation of the specialist's personality, as practice shows, is possible only with a holistic and systematic organization of the learning process, which is achieved by modeling. The aim of the study is to develop a model of realization of pedagogical conditions of formation of self-regulatory competence of future foreign language teachers in the process of professional training and to analyze blocks of the developed model by means of theoretical analysis and practical state of the researched problem. The basis of empirical research was Poltava V. G. Korolenko National Pedagogical University, H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv Humanitarian-Pedagogical Academy and Khmelnytskyi National University. The study was conducted in 2019-2022 study years. 261 students of the 4th year of bachelor's educational and professional programs of training future teachers of foreign languages (English, German) took part in the pedagogical experiment. The control group (CG) included 132 students, the experimental group (EG) - 129 students. Research methods: analysis of scientific and methodical literature; pedagogical observation; pedagogical experiment; pedagogical testing; methods of mathematical statistics. According to the results of the study, groups of students with low (13.5%), below-average (32%), average (41%) and above-average (13.5%) levels of self-regulation were identified among students. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Journal of Law & International Relations / Relações Internacionais no Mundo is the property of Relacoes Internacionais no Mundo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of the L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series is the property of L.N. Gumilyov Eurasian National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction. The article identifies the possibilities of modeling and using software and methodological support for additional professional courses. Definitions directly related to the process and products of theorization of software and methodological support for additional professional courses have been clarified. The purpose of the work is to define the idea of research and clarification, theorization and modeling of software and methodological support for additional professional courses. Materials and methods. The methods of studying and describing the selected area of scientific research and scientific research are defined as pedagogical and professional modeling, scientific theorizing, technologization of pedagogical processes and analysis of the quality of the identified pedagogical phenomena and refined scientific and pedagogical prospects. Results and discussion. Ideas for theorizing and modeling software and methodological support for additional professional courses are defined in classical and innovative search, solving problems and issues of lifelong education. The integrity and uniqueness of the highlighted ideas for software and methodological support for additional professional courses reflect the modern ideology of the development and use of software and methodological support for additional professional courses. The universality of the ideas of theorization and technologization of pedagogical processes makes it possible to identify and justify in a timely manner the problems of modeling and using software and methodological support for additional professional courses as a system of meanings and contradictions that guarantee the solution and optimization of the components of the holistic development of both the individual and the environment; models of software and methodological support for additional professional courses as idealized resources that facilitate the objectification of needs in solving all didactic and scientific-pedagogical problems (illustration, study, clarification, addition, modification, etc.); principles of creation and implementation of software and methodological support for additional professional courses as a system of values and meanings of theorization and technologization of the described pedagogical process and pedagogical phenomenon; pedagogical conditions for improving the quality of modeling and using software and methodological support for additional professional courses as case models that variably determine and implement level-level opportunities for personal development and the theorized pedagogical process. Conclusion. By building prospects for theorizing and implementing ideas for improving the quality of modeling and using software and methodological support for further education courses, we can distinguish in the integrative representation of the direction and prospects of an individual’s achievements three types of solving professional and pedagogical problems theorized in the work (algorithmic, creative-stimulative and innovative-promising).

The article raises the issue of the mobility of social relations and individuals throughout the digital transformation period. The study aims to investigate the content and essence of the mobility phenomenon, the specifics of the expert’s professional mobility, the causes and consequences of changes in the interpretation of mobility in the context of digitalization and digital transformation of modern society; features, advantages and challenges arising in light of the expansion of digital mobility in professional and social life. The following methods were used in the research: philosophical, sociological, psychological and pedagogical analysis, synthesis of interdisciplinary approaches to the study of the content, essence and directions of development of the “mobility” category, a professiographic approach to the specification of the professional mobility concept, methods of adaptation and conceptualization to identify challenges and dangers, related to the spread of digital mobility. It has been determined that mobility is a complex interdisciplinary category that can be characterized in broad socio-economic and narrow personal contexts. It has been found out that the theory of mobility has evolved significantly in its development, expanding from the primary focus on movement between social groups to a deeper analysis of social space and various aspects of the individuals’ living. The individual’s professional mobility as a type of social mobility and such a relevant component of it as digital mobility has been emphasized. Spatial, temporal and contextual dimensions of digital mobility have been analysed. In a broad sense, digital mobility is defined as the process of digitization and integration of mobility management systems to achieve strategic goals, as well as the creation of optimized networks for more efficient information transmission. A specialist’s digital mobility is defined as the ability to work effectively and develop in a rapidly changing digital landscape including flexibility, technological competence, and openness to learning and adapting to the digital environment. The phenomenon of digital nomadism has been pointed out and briefly described as a promising model of digital mobility for the labour market in the near future. The most critical challenges associated with the widespread digital mobility to all spheres of current professional life have been identified, including digital inequality, the digital gap between generations and social groups, manipulative management of digital data, digital parkourism, digital stupidity, digital addiction, etc. To solve these and related problems, some strategies have been proposed. These are ensuring data protection and confidentiality of information in the organization and outside it; increasing the level of digital literacy among employees, forming digital competence and digital culture; establishing a balance between real and digital professional life; reducing workers’ reliance on technology by encouraging activities that do not require the use of digital devices and supporting digital awareness initiatives; developing an organization’s policies that govern the use of digital technologies, with particular attention to ethics and security. It has been concluded that there is a need to develop several measures, both at the level of the global socio-economic community and at the individual organization, which will ensure the availability of digital mobility services for those employees who experience digital alienation and/or digital divide, as well as the formation and development of a digital competence in citizens.

The article is devoted to the analysis of pedagogical conditions for the training of social pedagogues for project activities in postgraduate education. The purpose of the work is the theoretical substantiation of the requirements for the teacher's profession and his personality. Pedagogical conditions for the training of social pedagogues for project activities are determined as factors, circumstances, necessary and sufficient for the organization and conduct of such training in postgraduate education. The main pedagogical conditions are singled out: updating the content of advanced training courses with innovative modules which provide a cognitive basis for the readiness of social pedagogues for project activities; motivation of social pedagogues to implement project activities in social-pedagogical work; using of innovative technologies in the process of socio-pedagogical work; increasing the effectiveness of methodical support for the training of social pedagogues in postgraduate education. The specified pedagogical conditions ensure the effective development of the professional competence of social teachers and direct them to further professional growth. The results of a survey of social pedagogues regarding their attitude to project activities are presented. It was established that more than half of the respondents at advanced training courses were introduced to the elements of project activity, a small part of social pedagogues received information about the specifics of project activity during informal education: webinars, master classes. It has been proven that the implementation of the specified pedagogical conditions requires the updating of educational and professional programs for the training of social pedagogues in the institutions of higher and postgraduate education, the using of innovative pedagogical technologies in the training process, the introduction of new formations into the traditional system of training social pedagogues in advanced training courses.

This study focuses on global trends in the development of education, with a special emphasis on distance learning. The current state and prospects for the development of this form of education both abroad and in Ukraine are considered. Emphasis is placed on the analysis of key challenges and potential threats to the national interests of Ukraine in the context of the lag in the implementation and integration of distance learning. Special attention is paid to recommendations for the popularization of distance learning in Ukraine. Specific measures aimed at improving the quality and accessibility of distance education are proposed. This includes the development and implementation of the latest technological solutions, educational programs that meet international standards, as well as expanding the network of access to educational resources for all categories of the population. The study also includes an analysis of successful world practices in the field of distance education that can be adapted for the Ukrainian context. Studying the experience of other countries makes it possible to determine effective strategies and methods that will contribute to the development of the educational sphere in Ukraine, making it more competitive and modern. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article reveals the pedagogical conditions for the formation of the environmental culture of ecologists in the process of preparation for professional activity. An important component of the environmental culture of ecologists is the creation of the desired structure or order in nature and the education of high humanistic life values and guidelines in human life. The components that are important in the formation of the environmental culture of ecologists are singled out. The main functions required by environmental education, which must be taken into account when training ecologists, are highlighted. Based on the analysis of the environmental culture of the individual, the article defines its integrative essence, the content of environmental education, and pedagogical conditions for its successful implementation. Having analyzed the ecological culture of the individual, revealing its integrative essence and the content of environmental education, we conducted an experimental study to confirm the applicability, optimality, and effectiveness of the proposed pedagogical conditions for the formation of the environmental culture of an ecologist. The results of the experimental study confirmed the applicability, optimality, and effectiveness of the proposed pedagogical conditions for the formation of the environmental culture of an ecologist in the process of professional training. [ABSTRACT FROM AUTHOR]

In the article, to research the place of inclusive competence in the professional training of future teachers, the ways of forming inclusive competence in the professional training of future teachers, and the development of pedagogical conditions for the formation of inclusive competence, we found out the state of inclusive readiness of future students for inclusive activities among students. The results of the ascertainment experiment showed the need for the formation of inclusive competence in future teachers as early as possible and to continue throughout their lives with the aim of highquality inclusive education of students. For the formation of inclusive competence of future teachers, we identified the components of inclusive competence, clarified the place of inclusive competence in society and the teacher's professional activity, revealed the content of axiological, anthropological, holistic, personal, activity, differentiated, competence approaches, clarified important principles and developed and implemented pedagogical conditions for the formation of inclusive competence with the aim of quality inclusive education of students. As a result of the conducted research, we observe a higher formation of inclusive competence in the experimental groups than in the control groups. [ABSTRACT FROM AUTHOR]

The article examines the problem of formation of professional competence of future bachelors in agricultural engineering during their professional training. The urgent need for the training of highly qualified, goal-oriented, competitive specialists in the agro-industrial production area has been confirmed, which has been updated in connection with the significant renewal of their professional activities in the conditions of digitalization of the economy of Ukraine, and the introduction of innovative approaches to the organization of modern educational space. The article aims to define and justify the pedagogical conditions that can ensure the effective formation of professional competence of future bachelors in agricultural engineering during their professional training. In the research, a complex of methods was used: a content analysis of the crucial concepts of the research, generalization of advanced pedagogical experience to identify and justify the pedagogical conditions for forming professional competence of future bachelor in agricultural engineering in the professional training process. It has been proven that the practical activity of future specialists of agricultural engineers involves the use of achievements of psychological, pedagogical science and experience, and forming professional competence of future bachelors in agricultural engineering should be aimed at training them as professionals who are competitive, capable of successful professional activity, professional development and mobility, capable of solving the challenges, set tasks and problems in the field of agro-industrial production and to meet the needs of the labour market. Forming professional competence of future bachelors in agricultural engineering in higher education institutions will be effectively carried out under the condition of identifying and taking into account the features of their professional training, which are determined by the specifics of professional activity; orientation on the individual motivation of the professional training of future bachelors in agricultural engineering and compliance with the modern development of education; determination of the main pedagogical conditions for forming professional competence of future bachelors in agricultural engineering in professional training. The following main pedagogical conditions for forming professional competence of future bachelors in agricultural engineering during their professional training process have been determined, including ensuring systematic interest and forming positive motivation for mastering the chosen profession; development of the subject content of the cycle of professional training of future bachelors in agricultural engineering; the use of innovative technologies for the purpose of forming professional competence of future bachelors in agricultural engineering in their professional training; formation of professional and personal qualities of the future agricultural engineer; mastering the practical experience of the future professional activity of an agricultural engineer. It has been concluded that each specified pedagogical condition should positively contribute to the effective formation of professional competence of future bachelors in agricultural engineering in professional training with further identification of the peculiarities of their educational activities. The next step in the research of the considered issue is the construction of a criterion base for forming professional competence of future bachelors in agricultural engineering during their professional training.

It has been established that the ongoing process of European integration in our country requires the creation of a competitive educational system, which mainly depends on the scientific and creative potential and innovative activities of educators. From this point of view, the reform of the national system of professional education at this stage involves a significant expansion of the content areas of the professional activity of pedagogical staff of educational institutions at all levels. In particular, there is a task of forming cross-disciplinary competence in vocational education teachers, since they are responsible for the high-quality training of eminently qualified specialists for the current labour market. The purpose of the article is to highlight the pedagogical conditions for forming cross-disciplinary competence in future teachers of vocational training. The task of the study is to identify and characterize the pedagogical conditions for the development of cross-disciplinary competence in future teachers of vocational training. In the study, the following research methods have been used: analysis and synthesis, comparison, summarization of primary sources, expert evaluation and survey of scientific and pedagogical staff regarding the definition of the list of pedagogical conditions for forming cross-disciplinary competence in future teachers of vocation training The article analyses the pedagogical conditions that contribute to the implementation of current trends in reforming educational systems and comprehensive personality development in terms of higher education institutions. In the study, the pedagogical conditions are considered as a factor or driving force for improving the quality of the learning process. Pedagogical conditions usually combine the performing of pedagogical actions with the use of appropriate forms and methods, and the results of students’ educational activities. At the same time, pedagogical conditions are a set of objective possibilities, content, methods, organizational forms, and material means for the realization of the pedagogical process; they reflect the basic requirements for the organization of pedagogical activity, and ensure the successful achievement of the set goal. It has been noted that pedagogical conditions can be classified into organizational and pedagogical, methodical, social and psychological, material and technical and aesthetic ones. Pedagogical conditions appropriate for forming cross-disciplinary competence among future teachers of vocational training have been singled out, namely: motivation of future teachers of vocational training to master cross-disciplinary competence; cross-disciplinary integration of students’ theoretical and practical training for the development of their cross-disciplinary competence; training of scientific and pedagogical staff to implement a cross-disciplinary approach in the educational process; implementation of the methods for forming cross-disciplinary competence in future teachers of vocational training. In order to identify the pedagogical conditions that will ensure forming cross-disciplinary competence in future teachers of vocational training, their needs in possessing pedagogical and technical knowledge have been primarily taken into account. Special attention is paid to the use of cross-disciplinary connections in higher education institutions which is a guarantee for forming cross-disciplinary competence in future specialists. Based on the results of the study, it has been concluded that modern teachers of vocation training should possess hard skills and soft skills, and be able to quickly find cause-and-effect relationships to solve various situations which are formed and improved within the limits of their cross-disciplinary competence.

The great importance of sports selection to increase the interest and motivation of the younger generation to go in for sports, identify the most promising athletes, achieve the highest results in the chosen sport by athletes, increase the competitiveness of domestic athletes on the world stage, require the training of highly qualified specialists who are able to carry out sports selection at various stages of a long-term training process and in different types of sports disciplines. But, the complexity and multidimensionality of sports selection, due to the wide variety of sports, complicates the process of creating a unified methodology for sports selection. This produces difficulties in the training of specialists capable of competent and effective implementation of the sports selection methodology. To overcome the formed contradiction between the high need of society for the implementation of sports selection and the lack of qualified specialists in physical culture, ready for the full and effective implementation of the sports selection methodology, we conducted a study. The purpose of the study is the development and implementation of pedagogical conditions that ensure the functioning of the model for the formation of bachelors' readiness in the direction of preparation “Physical culture” for the implementation of the sports selection methodology. Materials and methods. The study was conducted on the basis of the Mari State University in the period from 2017 to 2022, with the participation of 300 students of the Faculty of Physical Culture, Sports and Tourism. In the course of the study, the methods of theoretical analysis, pedagogical experiment, control tests, questionnaires, and the proximetric method were applied. Conclusions. The results were obtained, indicating that the implementation of the developed pedagogical conditions contributes to a significant increase in the motivational, cognitive, activity and reflexive readiness of bachelors in the direction of training “Physical culture” to implement the methodology of sports selection.

This study aimed to assess the pedagogical frameworks for developing future teachers using digital education technology. The mixed-methods design, which combines quantitative and qualitative approaches, was employed to develop this study. Three hundred seventeen teacher candidates who are enrolled at several universities in Kazakhstan make up the research team. The researchers created a semi-structured interview form and an attitude scale toward digital technology in order to gather research data. The data was determined to be regularly distributed. Therefore, descriptive statistics, the T-test, and one-factor analysis of variance (ANOVA) tests were employed to assess them. The descriptive analysis method was applied to study the research's qualitative data. The study's findings showed that most pre-service teachers who took part in it thought that teacher training programs based on digital technology had adequate pedagogical conditions. Based on its results, the study offers recommendations. [ABSTRACT FROM AUTHOR]

Copyright of Amazonia Investiga is the property of PRIMMATE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article defines the possibilities of using pedagogical constructs in the structure of theorization of the foundations, ideas and technologies for providing opportunities for studying and implementing scientific and pedagogical research. The foundations of the formation and use of the formed experience of the individual are taken into account, which is singled out from the position of general pedagogy, professional pedagogy, pedagogy and psychology of personality development. A typology of pedagogical constructs is singled out, facilitating the possibilities of using scientific and pedagogical search, citation, theorization and interpretation of the results of scientific activity in the adaptive and productive development of the personality. The pedagogical conditions for the correctness and optimality of the use of scientific and pedagogical search, citation, theorization and interpretation of results in scientific and pedagogical research are determined. The prospects for the level (SVE, HE and FVE) development of software support for the use of modern methods of scientific search and scientific research in the analysis of the quality and relevance of pedagogical constructs in scientific and pedagogical search, scientific citation, theorization and interpretation are outlined.

The article describes the possibilities of improving the quality of using scientific citation and scientific search in the system of continuous education. The integrity of the formulation of the problem of the development of students and teachers is highlighted in the context of the ideas and technologies of lifelong education, in the structure of which work is carried out on diploma theses (SVE), final qualification works (HE), final attestation works (FPE) and the realized form is determined in theorization and implementation of ideas. protection. The possibilities of using various types of scientific citation in the system of continuous education are identified and substantiated, the models of scientific search in the structure of performing scientific work in pedagogy are described, and the foundations of the adaptive-productive inclusion of a student in the system of research work in pedagogy are disclosed. The principles of using scientific citation and scientific search in ensuring the quality of scientific research in pedagogy are determined and illustrated. The possibilities of using didactic and scientific theorizing in the professional development of a teacher are compared. The pedagogical conditions for increasing the effectiveness of the use of scientific citation and scientific search in ensuring the quality of scientific research in pedagogy are characterized. The directions of future scientific publications in the structure of the description and study of the theorized process are highlighted.

Исследуются концептуальные основы формирования электоральной культуры учителя. Актуальность работы обусловлена необходимостью повышения электоральной активности граждан и мотивации к участию в электоральном процессе. Предлагается новый взгляд на участие в электоральном процессе через призму электоральной культуры. Электоральная культура рассматривается как часть общей культуры, которую необходимо начинать формировать как можно раньше. В этом процессе должны участвовать не только семья, но и образовательные учреждения. Поэтому можно предположить, что наибольшим потенциалом в формировании электоральной культуры обладает учитель. В связи с этим необходимо формировать электоральную культуру у учителей и представление о технологиях трансляции электоральной культуры. А электоральная культура может быть сформирована только в специальной кросс-многоуровневой образовательной среде, которая создает условия для этого. Концептуальные основы формирования электоральной культуры представлены основными положениями, понятийно-категориальным аппаратом, методологическими основаниями, теоретическими основами, смысловым центром концепции, содержательно-смысловым наполнением, педагогическими условиями и апробацией концепции. Представлен алгоритм реализации концепции, позволяющий проследить логику движения от теоретических положений к практической реализации. Подробно продемонстрированы целевые установки концепции, определяющие ее содержание, а также правовая и нормативная основа, которая положена в основу разработки концепции. Особое внимание уделено педагогическим условиям реализации концепции и теоретическим основаниям. Охарактеризованы границы применения концепции. В качестве теоретико-методологической основы концепции предлагается четырехуровневая иерархическая структура методологических оснований, включающая подходы на различных уровнях. Практическим результатом реализации концепции является программа дополнительного образования для учителей, ориентированная на формирование электоральной культуры.

Introduction. The authors of the article investigate the formation of pre-service foreign language teachers’ professional identity in the conditions of higher professional education. Its relevance is confirmed by the increased requirements of the society for the personality of a specialist, by the urge for elaborating the internal confidence in his/her professionalism, the ability to build effective professional interactions, and to realise the need for self-expression in his/her profession, all of which are an indicator of high-quality professional training. Aim. The current research aims to provide the scientific justification for the effectiveness of the developed pedagogical technology of constructing the professional identity of students – pre-service foreign language teachers.Methodology and research methods. This study was grounded on the provisions of competency-based, personality-oriented, system-activity, axiological, anthropological approaches; the principles of nature conformity, humanisation, integrity, professional reasonability, activity, and independence; conceptual theoretical provisions of personality and its development in the process of education and professional training, theoretical and practical framework of using modern educational technologies, recent research on professional and pedagogical training of pre-service foreign language teachers and on using innovation technologies in the pedagogical process of vocational training. The study was conducted through the use of the following methods: theoretical analysis of literary sources, generalisation of existing scientific provisions, derivation and systematisation of new knowledge, questionnaire method, observation, experiment, and statistical analysis of the obtained data.Results and scientific novelty. Empirically, the authors have determined and formulated the pedagogical conditions for constructing the professional identity of pre-service foreign language teachers. There has been developed and tested the pedagogical technology that proved its effectiveness in ensuring the formation of students’ professional identity till the status of achievement, the development of three components of professional identity (cognitive, emotional, and behavioural), and the correspondent professional and personal qualities and skills.Practical significance. The materials of the study may form the basis for further advances in scientific investigations and bring advantages in psychological coaching during professional evolution of students and experienced foreign language teachers, who need to resolve difficulties associated with professional identity. The developed course on constructing the professional identity of pre-service foreign language teachers can be put into university educational process as part of training methods courses, student teaching placement, tutorial sessions, extracurricular activities on pedagogical excellence, qualification upgrade courses for experienced teachers and educators, methodical seminars, workshops, round tables, as well as into the process of handling the crisis conditions and professional burnout. This course can be included into the university curriculum as a special discipline to prepare teachers both of foreign language and of other school subjects.

The article is devoted to the problem of developing pedagogical conditions for the development of artistic and aesthetic experience of pre-service music teachers of Ukraine and China in the process of vocal training. It has been found that the development of the information society and globalization have expanded the possibilities of higher art and pedagogical educational institutions of both countries regarding the professional training of pre-service teachers of Musical Arts belonging to the new generation, in particular in the direction of creating innovative pedagogical conditions for them to acquire artistic and aesthetic experience. The concepts “pedagogical conditions” and “artistic and aesthetic dominant in works of musical art” in the context of the existing socio-cultural environment have been specified. It has been proved that the priority pedagogical conditions for achieving this goal are: stimulating an interested attitude to the artistic and aesthetic segment of vocal training (in particular, self-evaluation, self-improvement, etc.); encouragement to reflect on the emotional and semantic content of the work; ensuring the interrelation between the artistic and aesthetic context of the interpretation of a vocal work and methodological support for teaching it (probably). An end-to-end pedagogic condition has been defined: emphasis on the artistic and aesthetic dominant of the vocal work which is mastered (perceived, evaluated, studied, etc.) by university students. The pedagogical principles which are considered as a methodological basis for the implementation of the elaborated pedagogical conditions have been presented. It has been concluded that for the sake of full-fledged, high-quality training aimed at pre-service Music teachers of Ukraine and China in accordance with their activities in modern general secondary education institutions, artistic and aesthetic experience is an important segment of their training. At the same time, in accordance with artistic and creative activities, in particular performance and interpretation, a professional type of training is reflected on their dominants. The study takes into account vocal training, which has certain artistic and aesthetic contexts. Their consideration involves the development of a set of special pedagogical conditions that influence the artistic and aesthetic experience of pre-service Music teachers.

Introduction: the article analyzes dissertation research on the problem of forming the communicative culture of cadets when receiving higher education. Purpose: based on the analysis of recent dissertation research (Pedagogy) on the problem of forming communicative culture of cadets studying at institutions of law enforcement and military orientation, to define key approaches to the development of the personality of a future specialist in this direction. Methods: theoretical, theoretical and applied qualitative analysis, generalization, comparative method. Results: the analysis of dissertation research reveals key pedagogical conditions for the development of the cadets’ communicative culture. In addition, the most important and effective forms and methods of working with cadets, theoretical positions of justification of educational programs are determined. Conclusions: the communicative culture of a future officer, compliance with the norms of ethics of business communication, principles of dialogical communication, and orientation to the highest universal values boost effectiveness of professional training. The formation of the interethnic communication culture of cadets presupposes development of a respectful attitude towards all communication and interaction participants, regardless of their nationality. This attitude should be based on the principles of dialogical communication, constructive business interaction, free from the influence of cultural and ethnic stereotypes, taking into account the specifics of customs and traditions of representatives of different nationalities and cultures. The assessment by a future specialist of his/her own activity, his/her behavior, taking into account aesthetic criteria, serves as the basis for the development of the ability to choose behaviors, styles of professional activity that correspond to the best national traditions, according to the laws of harmony and beauty.

The article is devoted to the analysis of pedagogical conditions for the training of social pedagogues for project activities in postgraduate education. The purpose of the work is the theoretical substantiation of the requirements for the teacher's profession and his personality. Pedagogical conditions for the training of social pedagogues for project activities are determined as factors, circumstances, necessary and sufficient for the organization and conduct of such training in postgraduate education. The main pedagogical conditions are singled out: updating the content of advanced training courses with innovative modules which provide a cognitive basis for the readiness of social pedagogues for project activities; motivation of social pedagogues to implement project activities in social-pedagogical work; using of innovative technologies in the process of sociopedagogical work; increasing the effectiveness of methodical support for the training of social pedagogues in postgraduate education. The specified pedagogical conditions ensure the effective development of the professional competence of social teachers and direct them to further professional growth. The results of a survey of social pedagogues regarding their attitude to project activities are presented. It was established that more than half of the respondents at advanced training courses were introduced to the elements of project activity, a small part of social pedagogues received information about the specifics of project activity during informal education: webinars, master classes. It has been proven that the implementation of the specified pedagogical conditions requires the updating of educational and professional programs for the training of social pedagogues in the institutions of higher and postgraduate education, the using of innovative pedagogical technologies in the training process, the introduction of new formations into the traditional system of training social pedagogues in advanced training courses. [ABSTRACT FROM AUTHOR]

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In the article, based on the analysis of scientific literature and the results of pedagogical studies, the problem of the formation of family values in preschool children is updated. It is noted that the main goal of national preschool education is to create favorable conditions for the personal development and creative self-realization of each child, the formation of his life competence, the development of a valuable attitude towards himself, family, people, nature, culture, and the world. It is emphasized that the family, in cooperation with preschool education institutions, has significant opportunities in forming the concept of a meaningful "family image" in preschoolers, the ways of parents' implementation of the tasks of raising family values in children are presented. It is proven that the formation of family values in preschool children can be effective only if certain pedagogical conditions are observed, which are considered as a system of existing forms, methods, situations or material circumstances that have developed or subjectively created to achieve a specific pedagogical goal. For a more detailed explanation of the problem, the authors present the results of an experimental study conducted on the basis of preschool education institution № 46 «Bzhilka» (Bee) in Poltava. Factors were determined that made it possible to objectively assess the level of formation of family values among preschoolers, to compare the results before and after educational activities, and to draw conclusions as to how successful the formation of family values was in children of the age group. The course and results of the pedagogical experiment are revealed. The effectiveness of the use of the program for the formation of family values in preschool children has been proven. [ABSTRACT FROM AUTHOR]

In the article, the author presents a set of pedagogical conditions for the activation of scientific circles in a new Ukrainian school as a holistic process that involves the implementation of a set of pedagogical conditions: the development of an innovative model of the organization of a scientific circle; a comprehensive approach in the application of forms of student involvement in search and research work; involvement of librarians in the conduct of scientific circle classes; application of innovative and developmental technologies, which are focused on the formation of students' ability for scientific and research work; digitalization of the work of the scientific circle. The science club at the school will be interpreted as an association of purposeful students (mostly high school students), which creates a creative and developmental scientific environment by initiating and implementing successful projects aimed at supporting the latest scientific ideas, innovations and knowledge exchange. It was found out that the pedagogical result of the exchange of scientific activities of the circle participants is the transformations that occur in the student's personality under the influence of the scientific research activity performed by him, that is, the share of independence of the student's personality, which is formed in the plane of this form of work, increases. [ABSTRACT FROM AUTHOR]

The article examines the issue of pedagogical conditions for the formation of the readiness of lower secondary school students for innovative activities during the lessons of the courses of the natural-mathematical cycle. A set of pedagogical conditions that positively influence the formation of students' readiness has been proposed. It has been proven that providing a comfortable educational environment, constant support of the motivation and readiness of pedagogical workers for innovative activities, systematic use of digital educational resources and a complex of creative, research and applied tasks has a positive effect on the level of readiness of lower secondary school students for innovative activities during the lessons of the courses of the natural-mathematical cycle. It has also been stated that the formation of basic school students' readiness for innovative activities is a complex and long-term process that is impossible without the creation of appropriate pedagogical conditions. A comprehensive and multifaceted approach to the formation of readiness would give an innovative product (result) only with a clearly developed algorithm, which would be followed by all participants in the educational process at secondary education institutions. It has been noted that innovative activity in the lessons of mathematics, physics, economics, chemistry, biology, geography, astronomy, etc., is a priority task of the respective teachers, because these subjects cause anxiety among the students of education and due to their complexity, students lose interest in studying them. [ABSTRACT FROM AUTHOR]

Introduction. The rapidly growing pace of updating the content of education, informatisation and humanisation of the learning process are also changing the approaches to organising the educational activities of students. This problem became especially acute during the 2020 COVID-19 pandemic, when general education schools began to massively switch to distance learning.Aim. The research aims to analyse the effectiveness of the pedagogical conditions for the formation of educational and research activities of students in schools in Kazakhstan during the pandemic.Methodology and research methods. To achieve this goal, the authors conducted an experimental study, which involved 196 students and 20 teachers of secondary schools of the Altai district of the East Kazakhstan region of the Republic of Kazakhstan. The research methodological framework is based on the following approaches: personality-oriented and activity-based (B .G. Ananiev, L. S. Vygotsky, S. L. Rubinshtein), systemic (V. G. Afanasiev, V. N. Sadovsky, E. G. Yudin) and axiological (K. A. Abulkhanova, A. G. Asmolov, A. A. Derkach). The leading theoretical research methods were the analysis of psychological and pedagogical literature, advanced pedagogical experience, dissertations and scientific research. The main empirical research methods were a pedagogical experiment, survey and observation. Diagnostic and statistical methods were used to evaluate the results of the study.Results. The pedagogical conditions for the formation of educational and research activities of students are determined (complex use of methods for solving educational and research problems; creation of problem situations; application of the project method; use of means for the development of critical thinking (special questions, situation analysis, reflective essay); organisation of students’ activities at the lesson in the following order: joint activity → independent activity and independent activity → joint activity, organisation of special intellectual games, study of special courses). Motivational, cognitive, activity and personal components of educational and research activities were identified. The authors presented the analysis of the results of the experimental study (the increase in the level of development of motivational, cognitive, activity and personal components of educational and research activities). The criteria for evaluating the effectiveness of the process of formation of educational and research activities of students were formulated. The criteria for evaluating the motivational component were determined as the leading motives of learning: from external and social to cognitive motives. The criteria for evaluating the cognitive component determined students’ understanding of the text of the educational and research task, as well as understanding the issue, the correct and rational way of solving it. The criteria for evaluating the activity component were the skills and abilities of students acquired as a result of educational and research activities. The criteria for assessing the development of the personal component determined the ratio of the levels of self-regulation, self-organisation, self-education and self-development of students.Scientific novelty. The pedagogical conditions for the formation of educational and research activities have been identified, theoretically substantiated, and their effectiveness during the pandemic period has been proven.Practical significance. The research results are interdisciplinary in nature and can be used to organise the learning process among students in grades 5–11 of general education schools, as well as to improve teacher methodology training.

The article discusses the nature of bilingualism and the peculiarities of the speech development of bilingual children. There are represented a pedagogical conditions conducive to the effective organization of educational process in bilingual children. These conditions are associated with the peculiarities of speech development in bilinguals and include consideration of specific interaction of teacher and child bilingual, individualization, inclusion, and multicultural approach in it training and education, age-appropriate and organizational-methodical support of educational process.

The article shows the problems of student's self-education competence formation; presents the understanding of the category of self-education and self-education competence, and competence structure of self-education. Special attention is paid to the nature of the process of self-education's competence formation and its stages; shown the complex ofpedagogical conditions offormation of this competence.

The article presents a theoretical analysis and empirical study of the professional motivation formation among students. The essence of professional motivation is shown and its components - cognitive, affective and conative - are described. The conditions of its formation associated with the components of professional motivation, content and organization of the learning process of students. The results of empirical research on the formation ofprofessional motivation of students are described: the hypothesis, scheme and results of the forming influence are presented. It is proved that the creation of special conditions contributes to the formation of professional motivation of students.

There was revealed the essence of self-discipline organizational process for the Paralympic sportsmen. The necessity of taking into account the individual differences of the Paralympic sportsmen in the self-discipline organizational process was determined. Were given proofs and experimentally checked the structure of pedagogical conditions which help to organize self-discipline process for the Paralympic sportsmen; mastering of given knowledge about individual characteristics; learning of individual behavior in different experimental situations; the development in all spheres; realization of abilities in sport and life. The results of the experimental work prove that chosen pedagogical conditions help to organize self-discipline process for the Paralympic sportsmen.

The subject of the research is the organizational and pedagogical conditions of formation of the readiness of future specialists in the service sector in professional activities. The purpose of the research is the organizational and pedagogical conditions that contribute to the formation of the readiness of future service professional of dialogue communication in their professional activities are determined in it. Research methods. The complex of scientific methods and approaches are used: systemically, comparative, factorial, which made it possible to realize the conceptual unity of the research. The result of the work. The communication is an important of socio-psychological aspect of any activity, because as in process and only through communication, it is the true essence is revealed personality is proved in it. It was found that the readiness for dialogue communication is integrative quality of the personality of the professional (specialist of service sector), which consists in the active formation of the necessary theoretical knowledge, practical skills and abilities and provides the effectiveness of the formation of dialogue communication. In the structure of readiness of future specialists of service sector highlighted of motivational (positive attitude and interest to the professional communication), cognitive (theoretical knowledge about the essence and features of dialogue communication), communicative (possession of a specialist of communicative competence, which provides communicative, linguistic, professional skills) components that served as a basis for defining of criteria, indicators, levels formation of readiness of future specialists of service sector. Field of using result. The results obtained create a theoretical basis of activation of practical teaching of dialogue communication of future specialists of service sector. Conclusions. The highlighted of organizational and pedagogical conditions are sufficient and capable of ensuring the successful formation of their readiness of future specialists of service sector to dialogue communication in their professional activities. To improve of the level of language and professional culture, future specialists of service sector should constantly work on themselves; consciously and responsibly treat their professional and speech activities of social importance. The combination of different activities of future specialists of service sector is the integration such kinds of activities as educational-speech, communicative and tourist, its complement each other, mutually reinforce, interpenetrate each other and thus create conditions for the formation of readiness for dialogic communication.

The article presents the results of a study ofpedagogical conditions that contribute to the formation of a favorable socio-psychological climate in the military collective of conscripted servicemen in the modern Armed Forces of the Russian Federation. The author notes the relevance of the search for new solutions in the creation of a favorable climate in the team, which is one of the necessary conditions for the effective activities of the units and the professional success of each soldier individually. The formation of a favorable climate in the military team is a purposeful, organized, systematic and consistent activity of the leadership. Based on the characteristics of the environment and the nature of army groups, pedagogical conditions of formation of the climate consists of three blocks: organizational, psychological and pedagogical and technological.

The article defines the basics of theorizing the possibilities of using professional support for the individual in the system of continuous education The basics of theorization of the concept of «professional support of a person» in classical pedagogy (broad, narrow, local meanings) and innovative pedagogy (system-activity, dialectical-synergetic, adaptive-productive, creative-productive meanings) are highlighted. The models of professional support of the individual in the system of continuous education have been determined. The functions ofprofessional support of the individual in the system of continuous education are highlighted. Ideas ofprofessional support of an individual in the system of continuous education are theorized. The principles of professional support of the individual in the system of continuous education are grounded. The tendencies of the use ofprofessional support for the individual in the system of continuous education are revealed. The pedagogical conditions for ensuring the quality ofprofessional support for the individual in the system of continuous education have been clarified. The possibilities are generalized and the prospects for the use of professional support for the individual in the system of continuous education are constructed.

The article defines the foundations and products of theorization of quality management of professional development of a personality in a sports organization. The features of the professional development of the personality of a trainer, an instructor-methodologist, an athlete in a sports organization are revealed. The concepts of «quality management of a person's professional development», «quality management of a person'sprofessional development in a sports organization)} are highlighted and refined. The use of adaptive-productive and creative-productive approaches in work with athletes and employees of a sports organization has been substantiated. Models of quality management of professional formation of a personality in a similar organization have been determined The functions of quality management of the professional formation of a personality are highlighted. The principles of the quality management of professional development of a personality in a sports organization are theorized. The pedagogical conditions for ensuring the effectiveness of the process of the quality management of the professional formation of a personality are systematically generalized.

The article defines the foundations of theorization the success of productive personality formation in a broad, narrow and local sense that characterizes a pedagogical phenomenon from the perspective of an objective scientific search, understanding the quality of the phenomenon being studied, systematizing, theorization and epistemological-semantic, system-functional and productive-creative interpretation of data. A typology of success models ofproductive personality formation in a system of continuing education is presented, concepts and functions of theorization the success of productive personality formation in a continuing education system are clariied, principles of theorization of successful productive personality development in a continuing education system are highlighted, the possibilities of choosing methods and creating technology for theorization the success of productive personality formation are detailed in the system of continuing education, the tendencies of theorization success productive personality formation in the system of continuous education, pedagogical conditions are formulated to improve the quality of productive formation of the person in system of continuous education, disclosed prospects for future work.

The article reflects the peculiarities of the formulation of the problem of theorization of didactic and scientific knowledge, discloses the fundamentals of theorization as a technology and construct for the development ofpersonality in the system of continuous education. The definitions of the notion "theorizing" in the traditional scientific and pedagogical search (broad, narrow, local meanings) and innovative search (humanistic, health-saving, unified, synergistic, adaptive-productive meanings) are highlighted and systemically presented. The distinguished meanings of the refinement and regulation of the quality of setting and solving the tasks of pedagogical theorization allow at various levels of pedagogical design to refine all nominated components of a scientiic search that guarantees individuals and society the successful construction of relationships and the allocation of realizable activities that created the personality and noospheres in genuine meanings and constructs of self-organization and self-preservation. The epistemological and semantic meaning of the term "age-like theorization" has been deined and clariied. The functions of theorization, theorization models, theorization levels, theorization principles, theorization forms, theorization constructs, pedagogical theorization constructors, pedagogical conditions for improving the quality ofpersonality development in the system of lifelong education using the opportunities of theorization as a technology and construct of scientiic and pedagogical activity are presented and explained.