Keyword: «professional training»

The relevance of the research problem is due to the digital transformation of education, which fundamentally changes the nature of pedagogical communication, making it multi subject, hybrid, and technologically mediated. According to the demand of modern society, effective interaction not only in real but also in digital space, including interaction with artificial intelligence, is one of the necessary skills of a contemporary teacher. Meanwhile, traditional teaching technologies are increasingly failing to meet the needs of Generation Z and Alpha students, for whom gaming culture, interactivity and high-speed feedback are a natural environment. Gamification, understood as the use of game elements and mechanics in non-game contexts, is considered a promising pedagogical technology capable of translating learning content into a language understandable and attractive to new generations of learners. However, its application in higher pedagogical education for the purpose of forming student teachers’ communicative competence remains fragmented and episodic; there are no systematic methodologies based on the structure of the competence itself as a target basis for designing a gamified environment. The aim of the article is to theoretically substantiate the structure of the preservice teacher’s communicative competence as a basis for designing gamification technology. The leading methodological approaches were the competency-based approach, Self Determination Theory (SDT), the concept of game elements by K. Werbach and D. Hunter, and Flow Theory by M. Csikszentmihalyi. The study identified and substantiated a four-component structure of communicative competence, including value motivational, cognitive, practical operational and reflective evaluative components. A six-stage model for designing gamification technology was developed, each stage of which relies on the identified components as target benchmarks. A compliance matrix “competence component – game mechanics – expected educational outcome” is proposed, as well as a comparative analysis of instrumental solutions (SaaS platforms, LMS, no code/low code constructors and custom development). The theoretical significance lies in expanding scientific understanding of gamification design: unlike the traditional approach, the starting point is not the content of a discipline but the structural components of the competence being formed, which ensures targeted and systematic selection of game mechanics. The practical significance is that the proposed model and analytical tools can be used by university teachers in pedagogical education when creating gamified courses aimed at the holistic development of students’ communicative competence.

The article is devoted to the study of the relationship between empathy and reflection in the professional activities of psychologists-consultants. Theoretical approaches to understanding these phenomena and their integration in counseling practice are analyzed. The cognitive, affective and behavioral components of empathic response, as well as mechanisms of reflective regulation of professional activity are considered. A methodological matrix for the development of integrative skills of empathy and reflection at various stages of professional development of specialists is presented. The necessity of a systematic approach to the formation of these competencies in the process of professional training and continuous development of psychologists-consultants is substantiated. Factors influencing the effectiveness of integration of empathic and reflective processes in therapeutic practice are identified. Directions for improving the system of professional training of specialists are proposed, taking into account modern requirements for the quality of psychological assistance.

The relevance of the study is due to the entry into force of Federal Law No. 475-FL (2024), which establishes quotas for children with disabilities and children with health limitations in public and municipal recreation organizations. This legislative innovation creates a new socio-pedagogical context in which the key issue is the staffing of inclusive shifts in children's summer camps. A contradiction has been identified between the legally enshrined right of children with disabilities to equal access to organized recreation and the unpreparedness of the system of professional training of team leaders to work effectively in an inclusive temporary children's group. The aim of the article is to theoretically substantiate, develop and experimentally verify a model for developing inclusive competency of future team leaders. The methodological basis of the study was a set of complementary approaches: systemic, competency-based, activity-based, personality-oriented and inclusive ones. The study included theoretical methods (analysis, synthesis, modeling) and empirical methods (pedagogical experiment, questionnaires, testing, expert assessment). Statistical data processing was carried out using the Pearson criterion (χ²). The experiment involved 336 students in the area of training 44.03.05 «Pedagogical Education» at the Melitopol State University. The results of the study: the concept of «inclusive competency of a team leader» is clarified, its four-component structure is identified and substantiated (personal-motivational, cognitive, activity-based and reflexive-evaluative components), a model for developing inclusive competency of future team leaders is developed and tested. It has been experimentally proven that the implementation of the proposed model allows developing a proactive-creative (high) level of inclusive competency in 54.61% of students in the experimental group, which is 38.37% higher than in the control group (16.24%). The theoretical significance of the study lies in clarifying the essence and structure of the inclusive competency of a team leader, as well as in developing a scientifically grounded model for its development. The practical significance lies in the creation and testing of diagnostic tools, the author's original special course and methodological materials that can be used in the system of professional training for team leaders in universities, as well as in professional development programs.

The relevance of the research is determined by the need to improve the professional training of students at a pedagogical university in the context of modern socio-cultural and technological challenges that require a certain flexibility of educational programs while preserving their value and meaning basis. The increasing role of digital technologies, the expansion of educational environments and the changing nature of communications actualize the problem of developing tools that ensure the personification of the educational process. The aim of the article is to reveal the specifics of the composition of an interdisciplinary module as a means of personifying the professional training of students at a pedagogical university. The leading research approaches were the theoretical analysis of scientific literature on the problem of interdisciplinarity and modular learning, as well as empirical methods, including questionnaires, observation, expert assessment and analysis of student products during the testing of modules. The main results of the study are related to clarifying the concept of an interdisciplinary professional training module focused on the professional development of a student through inclusion in professional tests. The functionality of the module in giving the educational process the characteristics of non-linearity, eventfulness and productivity of communications is substantiated. The logic of the module implementation (preparation, culmination, aftereffect, certification) is developed and its block structure is proposed, including goal setting, architecture and content. The testing of the modules has shown their effectiveness in expanding the professional experience of students, in shaping their responsibility for pedagogical decisions and in preparing them for the organization of the educational process in modern conditions. The theoretical significance of the research lies in the development of ideas about interdisciplinary modules as a means of personifying teacher training. The practical significance lies in the possibility of using the proposed composition of an interdisciplinary professional training module to enrich educational programs, make them flexible and adaptable in the light of the challenges of the time.

The article substantiates the need to change the authoritarian model of communication to a partnership one when teaching natural science disciplines in vocational education. The roles of a teacher as a moderator, tutor and facilitator realized through interactive methods are revealed. It is concluded that mastering new communicative strategies is a prerequisite for effective training of qualified personnel.