(2016) Science and education, 6, 71-75. Odessa.

Viktor Sedov,
trainee lecturer, Department of Physical and Mathematical Modelling,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

PROFESSIONAL COMPETENCE OF A SOFTWARE ENGINEER UNDER CONDITIONS OF CHANGING EDUCATIONAL STANDARDS

Currently, the economic sector connected with IT sphere is steadily developing, which determines the increasing demand for IT specialists capable to deal with changing labour market demands in this sphere. The latter has its specific character: high level of competition, especially among beginners; rapid changes of technologies; teamwork skills; good command of the English language, etc. It is the education system which should provide training of these specialists; thus, it has caused some changes in the approaches to the system of higher education standards. For the formation of the system of training competitive IT specialists who are in-demand at the labour market, it is important to define the concept of “professional competence of a software engineer”. The paper presents the review of the changes in the system of higher education standards; the significance of competence-based approach as a basis for the process of training software engineers has been determined. This approach is practice-oriented and provides the formation of competences required for the graduates’ successful work in the best way. The results of the review of psycho-pedagogical literature has made it possible to find out that different researchers define professional competence as a personal composite system and basis for professional development; individual characteristics of the level of specialist’s complying with professional requirements and a component of specialist’s expertise; the system of general competences of a contemporary personality. At the same time, in higher education standards professional competence is considered as a set of theoretical and practical knowledge, methods of work and working practices, which provide high-quality work performance. Therefore, professional competence is regarded as subject-specific, i.e. the competence that determines the specific character of educational programme and graduate’s qualification, individuality of every educational programme. Considering rapid changes of technologies and peculiarities of future software engineer’s work, inner motivation for efficient work and self-reflection are the basis for personality’s professional development, i.e. these two components provide the formation of professional competence, specialist’s personality becoming, creative professional activity. In our opinion, professional competence of a future software engineer is an integral characteristics of his/her personality including formed inner motives for choosing this specific kind of work and constant professional self-development, qualitative psycho-physiological changes and the formation of self-concept under the impact of professional activity, the certain level of development of specific (subject) competences in the profession.  

professional competence, professionalism, profession-related competence, profession-related competence of a software engineer, higher education standards.

1. Vvedenskiy, V. N. (2003). Modelirovanie professionalnoy kompetentnosti pedagoga [Simulation of professional competence of a teacher]. Pedagogika – Pedagogy, 10, 51-55 [in Russian].
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3. Zakon Ukrainy Pro vishchu osvitu : pryiniatyi 7 ber. 2002 roku [Law of Ukraine on Higher Education from March 7 2002]. Ofitsiyniy visnyk Ukrainy – Official Bulletin of Ukraine, 8 [in Ukrainian].
4. Zakon Ukrainy Pro vischu osvitu [Law of Ukraine on Higher Education]. (n.d.). zakon4.rada.gov.ua. Retrieved from: http://zakon4.rada.gov.ua/laws/show/1556-18 [in Ukrainian].
5. Zakharchenko, V. M., Kalashnikova, S. A., Luhovyi, V. I., Stavitskyi, A. V., Rashkevych, Yu. M. & Talanova, Zh. V. (2014). Natsionalnyi osvitnii hlosarii: Vyshcha osvita [The National Education Glossary: higher education]. V. H. Kremen (Ed.). Kyiv: TOV «Vydavnychyi dim «Pleiady» [in Ukrainian].
6. Podoliak, L. H. & Yurchenko, V. I. (2011). Psykholohiia vyshchoi shkoly [Psychology of higher education]. Kyiv: Karavela [in Ukrainian].
7. Postanova Kabinetu Ministriv Ukrayiny : pryiniatyi 29 kvi. 2015 roku № 266 Pro zatverdzhennya pereliku galuzey znan i spetsialnostey, za yakimi zdiysnyuetsya pidgotovka zdobuvachiv vischoyi osviti [Resolution of Cabinet of Ministers of Ukraine on the list of disciplines and specialties, in which students are trained from April 29 2015 №266]. zakon3.rada.gov.ua. Retrieved from: http://zakon3.rada.gov.ua/laws/show/266- 2015-p [in Ukrainian].
8. Postanova Kabinetu Ministriv Ukrainy : pryiniata 23 lys. 2011 roku № 1341 Pro zatverdzhennia natsionalnoi ramky kvalifikatsii [Resolution Cabinet of Ministers of Ukraine on approval of the national framework of qualifications ]. zakon4.rada.gov.ua. Retrieved from: http://zakon4.rada.gov.ua/laws/show/1341-2011-p [in Ukrainian].
9. Selevko, G. (2004). Kompetentnosti i ikh klassifikatsiya [Competences and their classification]. Narodnoye obrazovaniye – Public education, 4, 138-143 [in Russian].
10. Lozovetska, V. T. (Ed.). (2010). Formuvannia profesiinoi kompetentnosti fakhivtsia sfery posluh i turyzmu [Formation of professional competence of an expert in service industry and tourism]. Kyiv [in Ukrainian]. 

(2016) Science and education, 6, 76-82. Odessa.

Vitalii Shovkun,
teacher, Kherson Lyceum of Physics and Technology
at Kherson National Technical University and
Dnepropetrovsk National University, Kherson City Council,
39, Zalaegerseg Str., Kherson, Ukraine

FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE COMPUTER SCIENCE TEACHERS IN QUASIPROFESSIONAL ACTIVITIES 

Global process of society informatisation causes demand for training teachers of new generation, namely the formation of a fundamentally new culture of teacher’s work and the preparation of competent teachers, which is one of the most important aspects of the concept of education modernization in Ukraine. A competent teacher should provide conditions for generating innovative technologies, innovative ideas, around which one can create a dynamic system of interrelations with the environment, thereby deepening knowledge, broadening and developing the intellectual capacities of a child, forming his/her social experience. Therefore, the task of a pedagogical university is to prepare competent teachers who are able to work in a new environment, apply innovative technologies implemented in teaching practice, influence positively and change the educational system. Quasiprofessional acitivites (simulation of the conditions of pedagogical work, modelling situations in which a future teacher will practice the skills of successful performance of teacher’s educational functions based on the acquired knowledge and experience) facilitates implementation of the abovementioned task as long as students become acquainted with the peculiarities of work at school. The purpose of this article is to analyze the views on the content, structure and formation of professional competence of future computer science teachers in the quasiprofessional activities. The approaches to the definition of professional competence have been analysed, the peculiarities of quasiprofessional activities as innovative technologies of training students at pedagogical higher school have been considered. The author has concluded that quasiprofessional activities contribute to better mastering of professional competencies, the formation of future computer science teachers’ professional pedagogical orientation, and hence professional pedagogical motivation, professional and educational needs, interest in future professional activity.  

competency, professional competence, professional competence of computer science teachers, quasiprofessional activities..

1. Vasilev, I. B. (2008). Metodologicheskie osnovy sistemno-kompetentnostnogo podkhoda v profobrazovanii [Methodological bases of systemic competence-based approach in vocational training]. Almaty: AGTU [in Russian].
2. Vinias-Trofimenko, K. B. & Lisovenko, H. V. (2007). Pidvishchennia profesiinoi kompetentnosti pedahoha [Improving professional competence of a teacher]. Kharkiv: Osnova [in Ukrainian].
3. Gotting, V. V. (2008). Podgotovka pedagoga professionalnogo obucheniya na osnove kompetentnostnogo podkhoda [Preparation of the teacher of vocational training in the based competency approach]. Innovatsii i podgotovka nauchnykh kadrov vysshey kvalifikatsii v Respublike Belarus i za rubezhom – Innovations and training top-qualification academic staff in the Republic of Belarus and abroad: Proceedings from International research and practice conference. Minsk: GU «BeliSA» [in Russian].
4. Dorohikh, R. V. (2011). Formuvannia profesiinykh yakostei maibutnikh uchyteliv u protsesi pedahohichnoi vzaiemodii [The formation of professional qualities of future teachers in the pedagogical interaction]. Extended abstract of candidate’s thesis. Kharkiv [in Ukrainian].
5. Kremen, V. H. (Eds). (2008). Entsiklopediia osvity [Encyclopedia of education]. Kyiv: Yurinkom Inter [in Ukrainian].
6. Zimnyaya, I. A. (2004). Klyuchevye kompetentnosti kak rezultativno-tselevaya osnova kompetentnostnogo podkhoda v obrazovanii. Avtorskaya versiya [Key competences as effective and target-oriented basis of competency-based approach in education. Author’s version]. Moscow: Issledovatelskiy tsentr problem kachestva podgotovki spetsialistov [in Russian].
7. Kolesnikov, A. K., Sannikova, A. I. & Bezukladnikov, K. E. (2009). Professionalnaya kompetentsiya i kompetentnost [Professional expertise and competence]. Pedagogicheskoe obrazovanie i nauka – Teacher education and science, 6, 57-61 [in Russian].
8. Kulyutkina, Yu. N. & Sukhobskoy, G. S. (1981). Modelirovanie pedagogicheskikh situatsiy: problemy povysheniya kachestva i effektivnosti obschepedagogicheskoy podgotovki uchitelya [Simulation of pedagogical situations: problems of improving the quality and efficiency of teachers’ general pedagogical training]. Moscow: Pedagogika [in Russian].
9. Modernizatsiia vyshchoi osvity Ukrainy i Bolonskyi protsess [Modernization of Higher Education of Ukraine and the Bologna Process]. (2004). Osvita Ukrainy – Education of Ukraine, 60–61, 7–10 [in Ukrainian].
10. Sadovskaya, Ye. A. (2004). Professionalnaya kompetentnost buduschikh prepodavateley-issledovateley universiteta: Metodicheskie ukazaniya k prakticheskim zanyatiyam po distsipline «Pedagogika vysshey shkoly» [Professional competence of future university teachersresearchers: Guidelines for practical training on discipline “Pedagogy of Higher Education”]. Orenburg: RIK GOU OGU [in Russian].
11. Serhiichuk, O. (2011). Profesiina kompetentnist maibutnoho uchytelia u systemi pidhotovky do pedahohichnoi diialnosti [Professional competence of future teachers in the system of preparation for teaching activities]. Problemy pidhotovky suchasnoho vchytelia – Problems of training modern teachers, 4(2), 198- 206. Retrieved from: http://nbuv.gov.ua/UJRN/ppsv_2011_4(2)__31 [in Ukrainian].
12. Smyatskikh, A. L. & Turkina, T. M. (2003). Formirovanie professionalnoy kompetentnosti studentov pedkolledzha [Formation of professional competence in students of pedagogical colleges]. Moscow: Issledovatelskiy tsentr NOU ISOM [in Russian].
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14. Shevchuk, L. I. (2001). Rozvytok profesiinoi kompetentnosti vykladachiv spetsialnykh dystsyplin zakladiv proftekhosvity u systemi pislyadyplomnoi osvity [Development of professional competence of teachers of special subjects in vocational schools in the system postgraduate education]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
15. Shcherban, P. M (1993). Navchalnopedahohichni ihry [Training and educational games]. Kyiv: Vyshcha shkola [in Ukrainian].

(2016) Science and education, 6, 82-85. Odessa.

Ahlaia Polikhronidi,
lecturer, Department of Solo Singing,
The Odessa National A. V. Nezhdanova Academy of Music,
63, Novoselskoho Str., Odesa, Ukraine 

CREATING INCLUSIVE EDUCATIONAL ENVIRONMENT IN MODERN EDUCATIONAL INSTITUTIONS

It is emphasized in the paper that the idea of inclusive education reflects one of the major democratic ideas – all the children are important and active members of the society. Inclusive education involves creating educational environment which corresponds to the requirements and capabilities of every child regardless of his/her special needs. In this context, contemporary interpretation of the concept of inclusive educational environment is represented in the paper; its structural components are characterized: space and subject, content and methodical, communicative and organizational. The attention is paid to the necessity for using environmental approach to teaching children with special needs as well as to a number of requirements facilitating specific organization and implementation of this process. Specific environmental resources providing availability and optimization of different types of child activity are specified. In the process of creating inclusive educational environment, some restrictions are possible to arise (regulatory, financial and economic, organization and methodical, sociocultural). In that context, the criteria of analyzing inclusive educational environment are offered: the level of architectural access; the state of special facilities necessary for obtaining education by children with special needs; personnel required for implementing the general education programmes; experience in network cooperation of organizations performing educational activity for organizing inclusive practice. The author has noticed the lack of special skilled workforce for implementing the conception of inclusive education at educational institutions. It has been concluded that inclusive educational environment as a kind of educational environment which provides all the participants of educational process with opportunities for effective self-development. Implementation of the environmental approach in inclusive education will make it possible to highlight some new keypoints on the issues of teaching and educating children with special educational needs, to provide further creative development 

inclusive education, inclusive educational environment, children with special educational needs.

1.Gaidukevіch, S. E. (2007). Sredovoy podkhod v іnklyuzіvnom obrazovanіі [Environmental approach to inclusive education]. Inkliuzivnoіe obrazovanie: sostoyanie, problemy, perspektivy – Inclusive education: the state, problems and prospects: Proceedings of the Regional Seminar. (pp. 34–46). Minsk: Chetyre chetvertі [in Russian]. 2.Kolupaieva, A. A. (Eds.). (2012). Osnovy inkliuzyvnoi osvity [Fundamentals of inclusive education]. Kyiv: «A.S.K.» [in Ukrainian].
3.Suntsova, A. S. (2013). Teorіі і tekhnologіі іnklyuzіvnogo obrazovanіya [Theories and technologies of inclusive education]. Іzhevsk: Іzdatelstvo «Udmurtskіy unіversіtet» [in Russian].
4.Ananiev, A. M., Voronova, S. V., Malik, M. V., Sakaliuk, O. O., Todorova, M. M., Torhan, M. M., Chernenko, N. M. et al. (2014). Upravlinnia pedahohichnymy innovatsiiamy v inkliuzyvnii osviti [Management of pedagogical innovations in inclusive education]. S. K. Khadzhyradeva (Ed.). Kyiv: Osvita Ukrainy [in Ukrainian].

(2016) Science and education, 6, 86-95. 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 

MODEL OF METHODICAL SYSTEM OF THE FORMATION OF THE IT COMPETENCE OF FUTURE DOCTORS AND PHARMACISTS IN THE PROCESS OF TEACHING SCIENTIFIC DISCIPLINES 

The concept of information technology competence (IT competence) of future doctors and pharmacists has been formulated in the article. The criteria and indices of its maturity have been characterized within the limits of the following components: motivational and evaluative, cognitive, technological, operational, communication-oriented, personevaluative, reflexive, axiological, emotional and volitional. The model of the methodical system of the formation of the IT competence in students in the process of teaching scientific disciplines to them, which consists of 5 units, has been developed. It has been also considered that the preconditions for the formation of the IT competence in future specialists within the limits of this methodical system are the modern requirements on informatization of higher medical and pharmaceutical education under the conditions of society informatization, social demand for the preparation of doctors and pharmacists who have the IT competence, and also contradiction between the declared use of the IT competence in the process of teaching and its application in the professional activity. The strategically-normative unit of the developed model of the methodical system takes into account the industry standards of higher education, curricula of preparation of doctors and pharmacists, typical teaching programmes of scientific disciplines. The target unit of this model involves the formation of the IT competence of future doctors and pharmacists according to the results of teaching scientific disciplines. The theoretical and methodological unit of the model considers pedagogical conditions, approaches and principles of the formation of the IT competence of future specialists. The technological unit is focused on the constituents, components and stages of the formation of the above mentioned competence. The evaluative unit describes the criteria of effectiveness and the levels of the formedness of the IT competence, and also involves the criteria of its evaluation and the means of control. 

ІТ competence, criterion, index, methodical system, model, components, structure, principles, features, regularities.

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6. Pyshkalo, A. M. (1980). Sredstva obucheniya matematike [Means of teaching mathematics]. Moscow: Prosveshchenie [in Russian].
7. Tykhonova, T. V. (2014). Dydaktychni pryntsypy informatsiino-tekhnolohichnoi osvity maibutnoho pedahoha [Didactics principles of information technology education of a future teacher]. Naukovyi visnyk Mykolaivskoho derzhavnoho universytetu imeni V. O. Sukhomlynskoho – Scientific Journal Mykolayiv State University of V. Sukhomlinsky, 1.44, 108-112. Retrieved from http://nbuv.gov.ua/UJRN/Nvmdup_2014_1 [in Ukrainian].