(2017) Science and education, 8, 121-126. Odessa.

Nataliia Kostova,
PhD (Candidate of Legal Sciences), associate professor,
Department of Civil Law,
National University “Odesa Law Academy”,
5, Academichna Str., Odesa, Ukraine

STRUCTURAL MODEL OF STUDENTS-FUTURE
LAWYERS’ PROFESSIONAL COMPETENCE

The paper aims to present a designed factorial and criterial model of lawyer’s professional competence. The research is based on factorial and criterial modelling method, Delphi method, and methods of mathematical statistics. It has been found that the occupation of a lawyer is characterized by systematicity, dynamism, value orientations, responsibility, the ability to perform professional duties properly. Professional competence of a lawyer has a three-level hierarchical structure: the first level is composed of key competences: civil, social, purposeful development, general cultural, responsibility; the second one involves general competences: legal, administrative, functional, communicative, educational, and scientific; the third level is presented by special professional competences: special theoretical and special functional competences. Based on qualimetric approach there has been designed a model of lawyer’s professional competence, where the levels and kinds of competences are defined by factors and criteria. The weight coefficients for every factor and criterion have been calculated. The peculiarity of this model is the possibility of adapting it to the specificity of any kind of legal activities which provides its flexibility.

lawyer, professional competence, competency, structure, factorial and criterial model, factor, criterion.

1. Zakon Ukrainy «Pro vyshchu osvitu» vid 01.07.2014r. [Law of Ukraine “On higher education” dated June, 1, 2014]. Retrieved from: http://zakon4.rada.gov.ua/laws/show/1556-18/page [in Ukrainian].
2. Zakon Ukrainy «Pro osvitu» vid 05.09.2017 r. [Law of Ukraine “On higher education” dated September, 5, 2017]. Retrieved from: http://zakon4.rada.gov.ua/laws/show/1556-18/page [in Ukrainian].
3. Annienkova, I. P. (2016). Teoriia i metodyka monitorynhu yakosti profesiinoi diialnosti naukovopedahohichnykh pratsivnykiv vyshchykh navchalnykh zakladiv [Theory and methods of monitoring quality of professional activity of teaching staff of higher educational institutions]. Candidate’s thesis. Kyiv [in Ukrainian].
4. Hura, O. I. (2008). Teoretyko-metodolohichni osnovy formuvannia psykholoho-pedahohichnoi kompetentnosti vykladacha vyshchoho navchalnoho zakladu v umovakh mahistratury [Theoretical and methodological bases of formation of university teacher’s psycho-pedagogical competence]. Doctor’s thesis. Zaporizhzhia [in Ukrainian].
5. Drach, I. I. (2013). Upravlinnia formuvanniam profesiinoi kompetentnosti mahistrantiv pedahohiky vyshchoi shkoly: teoretyko-metodychni zasady. Monohrafiia [Management of the formation of professional competence of master-degree students majoring in pedagogical specialties: monograph]. Kyiv: «DoradoDruk» [in Ukrainian].
6. Ehorova, O. A. (2016). Pravovaia kompetentnost studentov neiurydycheskykh spetsyalnostei y professyonalnaia kompetentnost studentov – budushchykh yurystov [Legal competence of non-legal specialties students and professional competence of future lawyers]. Vestnyk YuUrHU. Seryia «Obrazovanye. Pedahohycheskye nauky». – Bulletin of Law university. Pedagogy 4, 72-80. DOI: 10.14529/ped160410
7. Yelnykova, H. V. (2010). Kompetentnisnyi pidkhid do modeliuvannia profesiinoi diialnosti kerivnyka vyshchoho navchalnoho zakladu [Competence-based approach to modelling professional activity of educational institutions’ heads]. Teoriia ta metodyka upravlinnia osvitoiu – Theory and methods of education management, 4. Retrieved from: http://tme.umo.edu.ua/ docs/4/ 10elneel.pdf. Kyiv [in Ukrainian].
8. Ivashkevych, I. V. (2016). Funktsionalnyi pidkhid do vyznachennia zmistu ta struktury profesiinoi kompetentnosti maibutnikh yurystiv [Functional approach to determination of content and structure of future lawyers’ professional competence]. Problemy suchasnoi psykholohii – Challenges of modern psychology, 32, 167- 180 [in Ukrainian].
9. Nigmatullina, E. N. (2014). Pedagogicheskie usloviya formirovaniya professionalnoi kompetentnosti yurista po napravleniyu podgotovki «Mezhdunarodnye otnosheniya» [Pedagogical conditions of forming professional competence of lawyers in the specialty “International affairs”]. Extended abstract of candidate’s thesis. Ioshkar-Ola : Bashkir. gos. un-t [in Russian].
10. Romanov, V. V. (2000). Yuridicheskaya psikhologiya [Law psychology]. Moscow: Iurist [in Russian].
11. Suddenkova, N. V. (2007). Formirovanie professionalnoi kompetentnosti spetsialista pravovoi sfery v SSUZ [Formation of professional competence of a legal expert]. Extended abstract of candidate’s thesis. Kazan: In-t pedagogiki i psikhologii prof. obrazovaniia Ros. akad. obrazovaniia [in Russian].
12. Tymofieiev, V. A. (2014). Sutnist ta struktura profesiino-pravovoi kompetentnosti maibutnikh yurystiv u vyshchykh profesiinykh navchalnykh zakladakh [Essence and structure of professional legal competence of future lawyers at educational institutions]. Naukovi zapysky Kyivskoho universytetu turyzmu, ekonomiky i prava. Seriia: filosofski nauky – Scientific notes of Kyiv university of tourism, economy and law. Series: philosophic sciences, 17, 260- 270. Kyiv: KUTEP [in Ukrainian].
13. Hager, P. (1998). Is There a Cogent Philosophical Argument against Competence on Standarts? Philosophu of Education: Major Themes in the Analytic Tradition: Problems of Educational and Practices; Ed. by Paul Hirst and Patricia White, (Vol. 4), (pp. 399-415). Florence: Routledge [in English].

(2017) Science and education, 8, 127-132. Odessa.

Anita Sikura,
PhD (Candidate of Biological Sciences), associate professor, professor,
Department of Medico-Biological and Valeological Bases of Life Safety and Health,
National Dragomanov Pedagogical University,
9, Pyrohova Str., Kyiv, Ukraine
Valerii Plisko,
Doctor of Pedagogy, professor, Department of Pedagogy,
Psychology and Methods of Physical Education,
Chernihiv National T.G. Shevchenko Pedagogical University,
53, Hetmana Polubotka Str., Chernihiv, Ukraine,
Anna Baliuk,
post-graduate student, Department of Pedagogy,
head of Information and Publishing Center,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine,

WAYS OF SELECTING TALENTED MASTER-DEGREE
STUDENTS FOR RESEARCH WORK

The paper deals with the issue of evaluation and assessment of university students’ research skills. The reason of insufficient development of these qualities is the absence of efficient teaching methods contributing to the transformation of acquired knowledge to the skills of carrying out research activities according to the curriculum. Based on the students’ behavior characteristics the technique for the development of research skills has been designed, implemented into the educational process and experimentally checked. In the process of assessing the students’ cognitive abilities the differential approach was applied which helped to select the students to deal with research work.

research activity, creativity, students, assessment, development.

1.Artemchuk, G.I., Kurilo, V.M., Kochergan, P.M. (2000). Metodyka organizatsii naukovo-doslidnoi roboti: navch. posib. dlia stud. ta vikl. vishchykh navch. zakladiv [Technique of organizing research work: textbook for students]. Kyiv: Forum [in Ukrainian].
2.Bondar, V.I. (1996). Didaktika: efektivni tekhnologii navchannia studentiv [Didactics: efficient technologies of teaching students]. Kyiv [in Ukrainian].
3.Krushelnytska, O.V. (2003). Metodologiia i organizatsiia naukovikh doslidzhen studentiv: navch. posib.[Methodology and organization of students’ research work: textbook]. Kyiv: Kondor [in Ukrainian].
4.Navchalnii protses u vishii shkoli: navch. posib. [Educational process at higher educational institution: textbook]. (2001). Kyiv: NPU im. M.P. Dragomanova [in Ukrainian].
5.Navchalno-doslidna robota u vishchikh pedagogichnikh navchalnikh zakladakh: navch.-metod. posib. [Research work at higher pedagogical instituions: textbook]. (2006). Glukhiv: RVV GDPU [in Ukrainian].
6.Sheiko, V.M., Kushnarenko, N.M. (2003). Organizatsiia ta metodika naukovo-doslidnitskoi diialnosti: pidruchnik [Organization and methods of research activities: textbook]. Kyiv: Znannia-Pres [in Ukrainian].
7. Cone, J. D. (1986). Idiographic, nomothetic, and related perspectives in behavioral assessment. In R. O. Nelson & S. C. Hayes (Eds.): Conceptual foundations of behavioral assessment (pp. 111–128). New York: Guilford [in English].
8. Thomae, H. (1999). The nomothetic-idiographic issue: Some roots and recent trends. International Journal of Group Tensions, 28(1), 187–215 [in English].

(2017) Science and education, 8, 133-140. Odessa.

Halyna Kondratska,
Doctor of Pedagogy, associate professor,
head of the Department of Sport Disciplines and Tourism,
Nataliia Kizlo,
associate professor, Department of Sport Disciplines and Tourism,
Drohobych Ivan Franko State Pedagogical University,
98, Stryiska Str., Drohobych, Ukraine

EXPERIMENTAL TESTING OF THE SYSTEM OF PHYSICAL EDUCATION
STUDENTS’ PROFESSIONAL LINGUISTIC CULTURE FORMATION

The paper aims to examine the efficiency of the designed methodical set of didactic means for the formation of Physical Education students’ professional linguistic culture by means of assessing the level of its maturity before and after its implementation. The experiment involved 254 students who were divided into experimental and control groups. The assessment of maturity levels was based on V. Bespalko’s and I. Lerner’s technique. Besides, Communicative and Organizational Skills Inventory and some author’s questionnaires were used in the study. The following characteristics were taken as speech quality indices: voice timbre, tonal range, speech rate, filler words. The peculiarities of the manifestation of these indicators were determined using the expert evaluation method (ranking). A special course “Professional Linguistic Culture” was implemented into the educational process (designed for 2 credits (60 hours allocated for curricular and extracurricular activities)) in the specialty “Physical Culture”. In addition to the special course students took part in psychological and pedagogical conferences, scientific methodical workshops, master classes, consultations. Methods of self-confidence development (“Self-Concept” motivational training), methods of focusing on success; methods of forming motivation and self-development needs; workshops on the formation of individual image, etc. were a part of the designed set of measures. Such forms of work as the compilation of an individual dictionary, the conscious control over the choice of linguistic means in situations of professional communication at practical lessons in sports disciplines were applied as well. Based on the results of the carried out experiment, it has been established that a high level of professional language culture was formed in almost half of the students of the experimental group after implementing the technique into their curricula. The indicators of the level of the formation of the professional language culture of the students of the control group, who were taught according to traditional methods, remained unsatisfactory. This is indicative of the efficiency of the designed technique for improving future Physical Education teachers’ professional linguistic culture.

professional linguistic culture, system, efficiency, physical education, specialist.

1. Biliaiev O. M. (2000). Pro kulturu movlennia vchyteliv-slovesnykiv, vchyteliv zahalom i ne lyshe slovesnykiv [About speech culture of language teachers in particular and all teachers in general]. Urok ukrainskoi movy – The lesson of the Ukrainian language, 1, 23-27 [in Ukrainian].
2. Kurnyshev, Yu. A. (2001). Pidkhody do formuvannia profesiino-pedahohichnykh umin fakultetiv fizychnoho vykhovannia [Approaches to the formation of professional pedagogical skills of Physical Education teachers]. Pedahohika, psykholohiia ta medykobiolohichni problemy fizychnoho vykhovannia i sportu : zb. nauk. pr. – Pedagogy, psychology and medicobiological challenges of physical education and sports: collection of scientific works, 5, 10-13. S. S. Yermakov (Ed.). Kharkiv [in Ukrainian].
3. Omelianenko, H. A. (n.d.). Psykholohopedahohichni zasady vykorystannia informatsiinokomunikatyvnykh tekhnolohii v profesiinii pidhotovtsi maibutnikh fakhivtsiv z fizychnoi kultury i sportu [Psychopedagogical foundations of using ICT in professional training of future physical education teachers]. Retrieved from: http://www.nbuv.gov.ua/portal/ soc_gum/ppmb/texts/2008-10/08ogapts.pdf. [in Ukrainian].
4. Pasynok, V. H. (2001). Teoretychni osnovy movlenevoi pidhotovky vchytelia: monohr. [Theoretical bases of language training of teachers; monograph]. Kharkiv: IMIS [in Ukrainian].
5. Spirin, L. F. (1999). Profesiohrama zahalnopedahohichna [Job analysis of a pedagogue]. O. P. Morozova (Ed.). 2 nd ed. Rev. B.: BDPU [in Ukrainian].
6. Fedoryshyn, B. O. (1996). Psykholohopedahohichni osnovy profesiinoi oriientatsii [Psychopedagogical bases of professional focus]. Doctor’s thesis. Kyiv [in Ukrainian].
7. Shcherban, T. D. (2002). Kompetentnist – yakisna kharakterystyka spilkuvannia [Competence as a qualitative characteristics of communication]. Problemy zahalnoi ta pedahohichnoi psykholohii : zb. nauk. prats Instytutu psykholohii im. H. S. Kostiuka, APN Ukrainy – Challenges of general and pedagogical psychology: collection of scientific works, 4, 327-332. S. D. Maksymenko (Ed.). Kyiv: Hnozis [in Ukrainian].
8. Chomsky, N. A. (1966). «Linguistic Theory» in Language Teaching : B reader Contexts. North east Conference on the Teaching of Foreign Language. Wisconsin : George Banta Company [in English].
9. Hymes, D. H. (2001). On communicative competence. Philadelphia: University of Pennsylvania Press [in English].

(2017) Science and education, 8, 141-149. Odessa.

Iryna Demchenko,
Doctor of Pedagogy, professor, Department of Special Education,
Pavlo Tychyna Uman State Pedagogical University,
28-A, Sadova Str., Uman, Ukraine,
Nataliia Rokosovyk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Foreign Languages and Translation,
Open University of Human Development “Ukraine”,
23, Lvivska Str., Kyiv, Ukraine,
Volodymyr Sulym,
PhD (Candidate of Philological Sciences), associate professor,
Department of Intercultural Communication and Translation,
Ivan Franko National University of Lviv,
1, Universytetska Str., Lviv, Ukraine

PSYCHO-PEDAGOGICAL DIAGNOSTICS OF INCLUSIVE
COMPETENCE OF FUTURE PROFESSIONALS IN PEDAGOGICAL FIELD

The article deals with the relevant issue of psycho-pedagogical diagnostics of inclusive competence of students through the example of future primary school teachers. The analysis of scientific sources has made it possible to conclude that the essential and structural understanding of “inclusive competence of a teacher” concept relates to the category of professional competence in the context of inclusive education. There have been distinguished perceptualintellectual, informational-cognitive, content-procedural criteria and their corresponding indicators of inclusive competence of future primary school teachers. The experiment involved 240 future primary school teachers divided into control and experimental groups whose inclusive competence was assessed according to the designed set of methodical techniques. According to the results outcomes, it has been found that almost a quarter of the respondents of experimental and control groups have a high level of inclusive competence; a little more than a quarter of the students in both groups have the medium level and the greatest part – half of the students of both groups have the low level of inclusive competence. The teachers with a high level of inclusive competence clearly recognize themselves as subjects of inclusive education, fully perceive its conditions and participants, have profound knowledge of inclusive-educational terminology and methodology of inclusive pedagogy, are capable of providing the qualities of inclusive education and solve pedagogical situations in a humane way. The teachers who have the medium level of inclusive competence do not fully consider themselves to be the subjects of inclusive education, do not fully perceive conditions and participants in the inclusive education process, know slight knowledge of inclusive educational terminology, and methodology of inclusive pedagogy, etc. Respectively, the respondents with a low level have the opposite abilities, ideas and capabilities as compared to the high level. Thus, according to the research outcomes there is a need for developing primary school teachers’ inclusive competence.

inclusive competence, future primary school teachers, psycho-pedagogical diagnostics, methodical tools, criteria, indicators, levels.

1. Bovkush, K. P. (2014). Osnovni zasady formuvannia inkliuzyvnoi kompetentnosti pedahoha [Basic principles of teacher’s inclusive competence formation]. Molodyi vchenyi – Young scientist, 7(10), 158-160. lypen [in Ukrainian].
2. Boichuk, Yu. D. (2015). Inkliuzyvna kompetentnist maibutnoho vchytelia osnov zdorovia: monohr. [Inclusive competence of the future teacher of the basis of health: monograph]. Kharkiv: Ivanchenko [in Ukrainian].
3. Demchenko, I. I. (2014). Hotovnist uchytelia pochatkovykh klasiv do roboty v umovakh inkliuzyvnoi osvity: struktura ta diahnostyka: navch.-metod. posibn. [Readiness of the elementary school teacher to work in inclusive education: structure and diagnostics: teaching method. manual]. Retrieved from: http://dspace.udpu.org.ua:8080/jspui/bitstream. [in Ukrainian].
4. Kosarieva, H. M. Osnovy formuvannia inkliuzyvnoi kompetentnosti maibutnikh vykhovateliv doshkilnykh zakladiv [Basics of future preschool teachers’ inclusive competence formation]. Retrieved from: http://nbuv.gov.ua/UJRN/znppn_2014_65_65. [in Ukrainian].
5. Martynchuk, O. V. Suchasni vymohy do profesiinoi diialnosti vchytelia pochatkovoi shkoly v umovakh inkliuzyvnoho navchannia [Modern requirements for the professional activity of the elementary school teacher under conditions of inclusive education]. Retrieved from: http://www.psyh.kiev.ua. [in Ukrainian].
6. Piatakova, T. Rozvytok inkliuzyvnoi kompetentnosti vchytelia : shveitsarskyi dosvid [Development of inclusive teacher competence: Swiss experience]. Retrieved from: http://library.udpu.org.ua. [in Ukrainian].
7. Khafyzullyna, Y. N. (2008). Formirovanye inkliuzivnoi kompetentnosti budushchikh uchitelei v protsesse professionalnoi podgotovki [Formation of the inclusive competence of future teachers in the process of training]. Candidate’s thesis. Astrakhan [in Russian].
8. Khozratkulova, I. A. (2010). Problemy vprovadzhennia inkliuzyvnoho ta intehrovanoho navchannia u zahalnoosvitnikh navchalnykh zakladakh [Problems of introduction of inclusive and integrated  training in general educational institutions]. Naukovyi visnyk Mykolaivskoho derzhavnoho universytetu im. V. O. Sukhomlynskoho : Zb. nauk. prats. Seriia «Psykholohichni nauky». – Scientific herald of Nikolaev State University named after. V. O. Sukhomlynsky: Sb. sciences works. Series “Psychological Sciences”, 5, 279-284. Mykolaiv: MDU im. V.O.Sukhomlynskoho [in Ukrainian].
9. Chaikovskyi, M. Ye. (2016). Teoriia i praktyka sotsialno-pedahohichnoi roboty z moloddiu z osoblyvymy potrebamy v umovakh inkliuzyvnoho osvitnoho prostoru [Theory and practice of social-pedagogical work with special needs youth in conditions of inclusive educational space]. Doctor’s thesis. Starobilsk [in Ukrainian].
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