(2016) Science and education, 10, 138-139. Odessa.

Аnna Dobrovolska,
PhD (Candidate of Physical and Mathematical Sciences), associate professor,
Department of Medical Informatics,
Medical and Biological Physics,
Ivano-Frankivsk National Medical University,
2, Halytska Str., Ivano-Frankivsk, Ukraine

PREPARING FUTURE DOCTORS AND PHARMACISTS FOR SELF-EDUCATION WITHIN THE LIMITS OF THE DEVELOPED MODEL

In the article, the concept of «self-education» in the context of its application in the process of forming information technology competence (the IT competence) of future doctors and pharmacists in the process of teaching natural science subjects to them has been considered. The following structural components of self-educational activity of future specialists in the process of forming IT competence in the process of teaching natural science subjects to them have been distinguished: motivational, orientational, organizational, procedural, cognitive, value-willed, evaluative, reflexive levels. It has been established that future doctors and pharmacists acquire self-educational skills of four levels in the process of forming IT competence within the limits of studying the natural science subjects. Basing on the reviewing of the curricula it has been concluded that a significant part of academic hours in the process of teaching the natural science subjects is given to independent work. The independent work is considered as one of the major components of the overall management system of the educational process at medical or pharmaceutical universities. It has been found that psychological, psycho-physiological and social factors influence the formation of readiness of the future specialists for self-education in the process of acquiring the IT competence. It has been concluded that the motivational, cognitive, activity, evaluative criteria of the content and organisation of self-educational activity determine the criteria of future specialists’ preparedness for self-education. The model of preparing future doctors and pharmacists for self-education in the process of acquisition of the IT competence in the process teaching natural science subjects to them has been developed. Low, satisfactory, medium and high levels of future specialists’ readiness for self-education within the limits of the developed model have been determined. It has been concluded that the use of the developed model of preparing future doctors and pharmacists for self-education and mastering technologies, methods and forms of its implementation in the process of acquiring the IT competence in the process of teaching natural science subjects to them improves their self-educational activity.

aspects, readiness to self-education, criteria, model, levels, self-education, independent work, structural components, factors

1. Boiko, K. Yu. (2013). Samoobrazovanie studentov kak faktor gotovnosti k organizatsii uchebnogo vremeni [Self-education of students as the factor of readiness to the organization of school time]. Obshchestvo i pravo – Society and law, 1 (43), 278-283. Retrieved from: http://cyberleninka.ru/article/n/samoobrazovaniestudentov-kak-faktor-gotovnosti-k-organizatsiiuchebnogo-vremeni [in Russian].
2. Vakula, A. A. (2013). Model formirovaniya gotovnosi k samoobrazovaniyu kursantov v voennom vuze [The model of formation of readiness to selfeducation of cadets in military high school]. Fundamen- Педагогіка – Педагогика – Pedagogy "Наука і освіта", №10, 2016 148 talnye issledovaniya – Fundamental studies 10, 1329- 1335. Retrieved from http://cyberleninka.ru/article/n/model-formirovaniyagotovnosti-k-samoobrazovaniyu-kursantov-v-voennomvuze [in Russian].
3. Vishnevskaya, G. V. Podgotovka studentovzaochnikov k samostoyatel'noi rabote pri izuchenii inostrannogo yazyka [Preparing part-time students for independent work when studying a foreign language]. Zaochnye elektronnye konferentsii – Online conferences. Retrieved from http://econf.rae.ru/article/7417 [in Russian].
4. Darii, E. A. (2013). Yuridicheskaya podgotovka budushchikh rabotnikov sotsial'noi sfery v pedagogicheskom protsesse vuza [Juridical training of future social field employees in the pedagogical process of high school]. Uchenye zapiski Rossiiskogo gosudarstvennogo sotsial'nogo universiteta, 2 (114), 2, 120-124. Retrieved from: http://cyberleninka.ru/article/n/yuridicheskayapodgotovkabuduschih-rabotnikov-sotsialnoy-sfery-vpedagogicheskom-protsesse-vuza [in Russian].
5. Efremkina, I. N. Metody razvitiya uchebnoprofessional'noi refleksi studentov kak komponent gotovnosti k samoobrazovaniyu [The methods of development of teaching and professional reflection of students as the component of readiness to self-education]. Nauchno-izdatel'skii tsentr “Sotsiosfera” – Scientific and pulishing centre “Sociosphere”. Retrieved from: http://sociosphera.com/publication/conference/2016/76/m etody_razvitiya_uchebnoprofessionalnoj_refleksii_studentov _kak_komponenta_gotovnosti_k_samoobrazovaniyu/ [in Russian].
6. Zharylgapova, D. M. (2016). Teoreticheskie osnovy samoobrazovaniya kak pedagogicheskaya problema [Theoretical foundations of self-education as a pedagogical problem]. 10th International Scientific and Practical Conference «International Scientific Review of the Problems and Prospects of Modern Science and Education», 2 (12), 208-2016. Boston. USA. INTERNATIONAL SCIENTIFIC REVIEW. Retrieved from: http://scientificconference.com/images/PDF/2016/12/Internationalscientific-review-2-12.pdf [in Russian].
7. Korvyakov, V. A. Samoobrazovatelnaya deyatelnost studentov kak pedagogicheskaya problema [The self-educational activity of students as a pedagogical problem]. Vestnik On-line Orenburgskogo gosudarstvennogo universiteta – Online bulletin of Orienburh state university. Retrieved from: http://vestnik.osu.ru/2003_7/11.pdf [in Russian].
8. Svetlova, V. A. (2013). Formirovanie gotovnosti lichnosti pedagoga k samoobrazovaniyu kak nauchnaya problema [The formation of readiness of a teacher to selfeducation as a scientific problem]. Sovremennye problemy nauki i obrazovaniya – Modern issues of science and education, 4. Retrieved from: http://www.scienceeducation.ru/ru/article/view?id=9929 [in Russian].
9. Sukhanov, P. V. (2012). K voprosu o samoobrazovatel'noi deyatel'nosti studentov v sisteme sovremennogo vysshego professional'nogo obrazovaniya [Revisiting the issue of self-educational activity of students in the system of modern higher professional education]. Teoriya i praktika obshchego razvitiya – Theory and practice of general development, 7, 88-93. Retrieved from: http://cyberleninka.ru/article/n/k-voprosu-osamoobrazovatelnoy-deyatelnosti-studentov-v-sistemesovremennogo-vysshego-professionalnogo-obrazovaniya [in Russian].
10. Turgumbekova, B. N. (2016). Teoreticheskie osnovy problemy samoobrazovaniya studentov v ramkakh kompetentnostnogo podkhoda [The theoretical basis of the issue of self-education of students within the limits of the competency-based approach]. Retrieved from: http://www.rusnauka.com/4_NIC_2016/Pedagogica/5_20 7356.doc.htm [in Russian].

(2016) Science and education, 10, 150-156. Odessa.

Nataliia Vasylyshyna,
PhD (Candidate of Pedagogical Sciences), associate professor,
Educational Scientific Institute of International Relations,
National Aviation University,
4, Vidradnyi Avenue, building 7, Kyiv, Ukraine

PRIORITIES OF TOURISM HIGHER EDUCATION ADVANCEMENT AND ACQUIRING FOREIGN LANGUAGE COMMUNICATION ABILITIES AS A COMPONENT OF TRAINING SPECIALISTS IN UKRAINE AND TURKEY

The paper presents the current state, strategies and peculiarities of tourism higher education in Ukraine and Turkey. The necessity of adjusting educational standards to rapidly developing socio-economic processes is emphasised. Special attention is paid to the role of foreign language communicative competence as a necessary component of training specialists majoring in tourism.

training, tourism education, English for specific purposes, foreign language communicative competence, skills, specialists, priorities, strategies, degrees, programs.

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4. Dudley-Evans, A. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press[in English].
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6. Higher education in Ukraine. Retrieved from: www.tempus.org.ua[in English].
7. Hutchinson, T.,& Waters, A. (1987).English for specific purposes: A learning-centred approach. Cambridge: Cambridge University Press [in English].
8. Kremen, V., & Nikolaienko, S. (2006) Higher Education in Ukraine. Bucharest: UNESCO-CEPES [in English].
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10. Okumus, F., &Yagci, O. (2006). Tourism higher education in Turkey. Journal of teaching in travel & tourism, 5(1-2), 89-116. Retrieved from: https://www.researchgate.net/publication/254379277_Tou rism_Higher_Education_in_Turkey [in English].
11. Pirnar, I. (2013). Tourism education universities in Turkey: Comparison of different structures and related effects on education. Social and behavioural sciences, 116, 5070-5074.Retrieved from: www.sciencedirect.com [in English].
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13. The council of higher education (2004). Retrieved from: www.yok.gov.tr [in English].
14. Yagci, Ö. (2001). Tourism education in Turkey, basic problems of employment and solution suggestions. Journal of commerce and tourism education faculty, 4(1), 23-39 [in English].

(2016) Science and education, 10, 157-167. Odessa.

Cheng Luxin,
post-graduate student,
Department of Music Arts and Choreography,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine

CREATIVE POTENTIAL OF FUTURE MUSIC TEACHERS’ VOCAL TRAINING

The article deals with the issue of students’ creative development in the process of vocal training on the basis of the creative potential of vocal arts. Vocal training at pedagogical universities has its specificity, because at the level of training Bachelor-degree students, the mastering of methods of working with child’s voice and voice-training are considered as the main professional competences of students. The vocal training also involves mastering the techniques of working with child repertoire, ensembles with different types of voice, etc. There are two aspects of vocal training – technological (mastering the vocal apparatus), as well as artistic and imaginative (the creative component of vocals). Special attention is paid to the advantage of the technological component in the process of training. Vocal training is considered as a complex and multi-aspect process which has powerful motivational and performance resource for students majoring in vocals. The creative potential of singing is predetermined by the following functions: culturological, mental, as well as creative and developmental. They determine the functional vectors of future Music teachers’ vocal training. The creative potential of students’ vocal training is based both on culturological, artistic and mental, as well as creative and development directions of vocal arts, which perform the corresponding functions, so they can be purposefully applied in the educational process. Besides, in the article, vocal lyrics is considered as a pedagogical resource which provides the emotional experience, contributes to the realisation of functional and meaningful vectors of future Music teachers’ vocal training. 

vocal training, vocal arts, creative potential of vocal training, future Music teachers.

1. Zyazyun, I. (1998). Kultura v kontekste politiki i obrazovaniya [Culture in the context of politics and education]. Iskusstvo i obrazovanie – Arts and education, 2, 2-9 [in Russian].
2. Ohonezova-Hryhorenko, O. V. (2009). Formuvannia profesiinoho mentalitetu maibutnikh vokalistiv u protsesi fakhovoi pidhotovky [Forming professional mentality of future singers in the process of professional training]. Extended abstract of candidate’s thesis. Odesa : B. v. [in Ukrainian].
3. Sidorova, M. B. (2005). Formirovanie professyonalnoy kultury vokalista v protsesse podgotovki v vuze kultury i iskusstva [Forming professional culture of a singer in the process of studying at a university of culture and arts]. Extended abstract of candidate’s thesis. Moscow [in Russian].
4. Filippov, A. V. (2005). Pedagogicheskaya sistema formirovaniya gotovnosti studentov k vokalnopedagogicheskoy deyatelnosti [Educational system of preparing students for vocal and pedagogical activities]. Extended abstract of candidate’s thesis. Moscow [in Russian].
5. Chernichenko, V. I. (2002). Pedagogika vysshey shkoly: Kurs lektsyy po razdelu «Didaktika» [Pedagogy of higher school: lectures in Didactics]. Moscow: MHUKY [in Russian].
6. Chzhan, Yanfen (2010). Khudozhno-vykonavska pidhotovka vokalista yak problema muzychnoi pedahohiky Kytaiu [Artistic and performing training of a singer as an issue of music education in China]. Visnyk LNU imeni Tarasa Shevchenka – Bulletin of Taras Shevchenko national university, 6 (193), 174-180. Luhansk [in Ukrainian]. 

(2016) Science and education, 10, 162-167. Odessa.

Daria Yemelianova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Western and Eastern Languages and Methods of their Teaching Liudmyla Avramovych,
Student,
Faculty of Physics and Mathematics,
South Ukrainian National Pedagogical University named after K. D. Ushynskyi,
26, Staroportofrankivska Str., Odesa, Ukraine

FORMATION OF PHYSICS TEACHERS’ FOREIGN LANGUAGE SELF-EDUCATIONAL COMPETENCE

Ukrainian National Doctrine of educational development in the 21st century has determined that the main purpose of education is to create the conditions for the development and self-realisation of every person, ensuring a high quality of education to graduates of schools and universities. The competence-based approach is considered as a perspective direction of renewal of the education which would meet the modern requirements. The implementation of the competence-based approach combines the purposes of education and professional activities. Teaching a foreign language to students majoring in non-linguistic specialties should contribute to the development of their communicative competence, the formation of such a level of language skills, which meets the professional requirements, which is high enough to establish personal and business contacts, etc. The article is aimed at describing the peculiarities of the formation of future Physics teachers’ self- competence in the process of teaching a foreign language (English) to them as an essential component of their professional competence. The following methods were used in the study: testing, questionnaires, interviews, etc. Their application has made it possible to determine the effectiveness of the implementation of modern information technologies as a powerful tool of foreign language self-educational competence of the future teachers of Physics. The multimedia educational complex in a foreign language with professional direction developed by students in collaboration with the teacher, as well as work on the creation of a professionally designed project provided an opportunity to intensify the educational process; implement interactive communication between all participants of the educational process (student - student, student - teacher, student - a group of students); simplify the academic performance rating; carry out continuous monitoring of students’ progress; save time spent by a teacher on preparing for classes and creating handout; activate the formation of selfeducational foreign language competence of the future teachers of Physics. Effective use of information computer technologies in the process of teaching foreign languages to students promotes the development of their self-education competence, which confirms the necessity of carrying out further studies at other non-linguistic specialties.

 foreign language self-educational competence, formation, future teachers of Physics, self-education.

1. Chemeris, I. (2006). Novi vymohy do spetsialista: poniattia kompetentnosti i competentsii [New requirements for specialists: the concept of competence and competency]. Vyshcha osvita Ukrainy – Higher education in Ukraine, 2, 84-88 [in Ukrainian]. 
2. Bibik, N. M. (2010). Kompetentnist i kompetentsii u rezultatakh pochatkovoi osvity [The competence and competency in the results of primary education]. Naukovyi chasopys NPU im. Mykhaila Lomonosova – Scientific bulletin of M. Lomonosov National Pedagogical University, 17, 71-75 [in Ukrainian]. 
3. Bondar, S. (2003). Kompetentnist osobistosti – integrovanii component navchalnykh dosagnen uchniv [Competence personality as an integrated component of student’s achievements]. Biologiia i khimiia v shkoli – Biology and Chemistry at school, 2, 8-9 [in Ukrainian].
4. Ovcharuk, O. V. (2003). Kompetentnist yak kliuch do formuvannia zmistu osvity [Competencies as a key to the formation of educational content]. Strategiia reformuvannia osvity Ukrainy – Strategy of reforming education in Ukraine. Kyiv: KIS [in Ukrainian]. 
5. Golovan, M. S. (2008). Kompetentsii i kompetentnist : dosvid teorii, teoriia dosvidu [The competence and ability: experience theory, theory of experience]. Vyshcha osvita Ukrainy – Higher education in Ukraine, 3, 23-28 [in Ukrainian]. 
6. Buchlova, N. V. (2007). Psikhologo-pedagogichni umovy pidgotovki vchyteliv do formuvannia samoosvitnoi competentnowsti uchniv u protsesi pisliadiplomnoi pedagogichnoi osvity [Psychopedagogical conditions of preparation of teachers to the formation of self-educational competence of students in the postgraduate education]. Naukovyi chasopis Natsionalnogo pedagogichnogo universitetu imeni M. P. Dragomanova – Scientific bulletin of M. Deagomaniv National Pedagogical University, 7(17), 174-179 [in Ukrainian]. 
7. Dobriden, A. (2010). Formuvannia samoosvitnoi kompetentnosti maibutnogo vchitelia zasobami interactivnogo navchannia. [Formation of self-educational competence of future teachers by means of interactive teaching]. Problemy pidgotovki suchasnogo vchitelia – Problems of preparing a modern teacher, 1, 59-64 [in Ukrainian]. 
8. Ratushinska, A. S. (2012). Rozvitok samoosvitnoi kompetentnosti studentiv VNZ [The development of selfeducational competence of university students]. Gumanitarnii visnyk DBNZ «Pereiaslav-Khmelnitskii derzhavnii pedahohichnyi universitet imeni Hrihoriia Skovorody» : zbirnik naukovikh prats – Humanitarian bulletin of Pereyaslav-Khmelnytskyi State Pedagogical University named after G. Skovoroda: collection of scientific works, 26, 258-263. Pereiaslav-Khelnytskyi [in Ukrainian]. 
9. Soroboghatova, T. S. (2011). Razvitie samoobrazovatelnoi kompetentnosti u budushchego uchitelia informatiki [The development of self. competence at the future teacher of computer science]. Pedagogichskoe obrazovanie v Rossii – Pedagogical education in Russia, 4, 206-210 [in Russian]. 
10. Fedorenko, O. G. (2014). Sutnist i struktura samoosvitnoi kompetentnosti maibutnegho uchitelia tekhnologii [The essence and structure of self-educational competence of future teachers of technology]. Visnyk KhDAK – Bulletin of CDAC, 43, 276-281 [in Ukrainian]. 
11. Khazlakova, L. A. (2012). Model formirovaniia samoobrazovatelnoi kompetentnosti uchitelia angliiskogo yazika. [The model of formation of self-competence of English language teacher]. Molodoi uchenyi – Young scholar, 3, 423-427 [in Ukrainian]. 
12. Yemelianova, D. V. (2011). Formuvannia hotovnosti maibutnikh uchiteliv gumanitarnykh dystsyplin do samostiinoi roboty v umovakh kredytnomodulnoho navchannia [Forming readiness of future teachers majoring in humanities to independent study in the conditions of credit-module studies]. Candidate’s thesis. Odesa [in Ukrainian].