PROFESSIONAL TRAINING OF TEACHERS OF HUMANITIES IN HIGHER EDUCATION INSTITUTIONS IN GERMANY

The article is devoted to the topical problem of professional training of teachers of humanities in higher education institutions in Germany. The problems and features of basic competencies that are formed in teachers of humanities in training in higher education institutions are considered. Objectives of the study: to investigate the professional training of teachers of humanities; consider the structure of higher education institutions in Germany; to analyze the presentation of the main material on the professional training of teachers of higher education institutions in Germany. Based on the study of domestic and German scientific sources, it was found that the attention of researchers focused on the study of the development of higher education, the origin and formation of pedagogical education in Germany; theories and practices of teacher training in Germany; comparative pedagogy. The study found that the training of foreign language teachers in Germany is based on ancient traditions and is closely linked to the peculiarities of the development of school education in the country; dissemination and teaching of foreign languages; opening of modern languages in universities of philological specialties; typology of educational institutions. It was found that the system of training foreign language teachers in Germany has gone from the training of a classical philologist to a thorough philological and psychological-pedagogical training.

FORMATION OF MOTIVATION OF LEARNING ACTIVITY IN STUDENTS DURING PROFESSIONAL TRAINING

This article explores the problematic form of students, higher education institutions, a responsible attitude to learning. The concept of motivation from the point of view of scientists, the problem of preventing student motivation, emotions, as well as all the motivations that are in the port, and we who provide recommendations to students, as well as the responsibility for training. The professional formation of a young person during studying at a higher educational institution is an important stage in its socialization, where the leading kind of activity becomes educational-professional. Motivation is one of the leading factors in successful learning. But its features and inefficiencies differ at different stages of the educational process through which students go. From the first to the last course education and professional activity and its change of motivation. Experimentally investigated features of the motivation of learning in institutions of higher education of applicants of various courses, found dynamic changes in the dominant motives of learning in a specially organized impact. The results suggest that the motivation of students to succeed during the academic period tends to increase. Their educational activity is influenced by the system of internal motives, which ensures the effective assimilation of the future specialty.

TOLERANCE AS A VALUE OF A FUTURE HIGHER EDUCATION TEACHER

Approaches to the interpretation of the term "tolerance" are revealed. The preparation of the future teacher for the formation of tolerance as an important component of the system of his professional training is outlined. The organizational and pedagogical conditions of activity of the institution of higher education which provide preparation of future teachers for formation of tolerance in them are defined.

ESTABLISHMENT AND DEVELOPMENT OF EDUCATION AT THE IMPERIAL KHARKIV UNIVERSITY

The article analyzes current ideas on the formation and development of education at the Imperial Kharkiv University at the Faculty of Law. Special emphasis is placed on the history of creation and activity of this faculty. In the XIX-early XX centuries the Imperial Kharkiv University functioned as a part of four faculties: physics and mathematical, historical and philological, medical and legal. The activities of this faculty laid the foundations for the development of legal education in Ukraine.

CORPORATE CULTURE AS A FACTOR OF STUDENT PROFESSIONAL IDENTITY DEVELOPMENT IN HIGHER EDUCATION INSTITUTIONS

The article is devoted to identifying ways to improve the implementation of corporate culture tools in the formation of student's professional identity in higher education. Theoretical analysis of the categories "corporate culture of free economic zone", "professional identity of a student" is carried out; a description of the relationship between the corporate culture of free economic education and the formation of professional identity of students in the learning process is given. It is determined that corporate culture is not only an important tool for educating students at university, but also a means of creating opportunities for personal development strategy in higher education. On the basis of the conducted experimental research among 4th year undergraduate and 2nd year master's students of Taras Shevchenko National University of Kyiv (areas of training: social pedagogy, psychology, political science, social rehabilitation, philosophy, software engineering, cybernetics) some problems in the process of corporate culture formation were identified and possible ways to solve them were described. The results of the survey, in particular, show that student's professional identity is formed under the influence of many factors and is not limited to obtaining a degree in higher education, respondents assess existing problems of professional identity, pedagogical conditions of successful self-knowledge and self-seeking to ensure professionalism. prevention of negative manifestations of their personality (disinterest in the learning process, low performance, etc.). In terms of corporate culture, a professional identity is formed, which is based on the personal development strategy of the student and involves its development as a key competence in the learning process through the use of modern information and communication technologies (including coaching and others).

THE ROLE ОF SCIENCE EDUCATION ІN THE FORMATION ОF ECOLOGICAL CULTURE ОF THE PERSONALITY

One of the main reasons for the priority of science education is the change of priorities in relation to person with his environment, the transition from anthropocentric to ecocentric environmental consciousness. Construction of the content of ecological education, formation of ecological culture is determined on the basis of a set of principles: philosophical and methodological, methodical and didactic and organizational and pedagogical. The new paradigm of higher education is organizationally embodied in multilevel and diversification. The semantic and technological components of the restoration of education have not yet been fully worked out, and therefore require in-depth study and psychological and pedagogical justification, without which new initiatives risk remaining more or less successful empirical inclusions in the traditional education system. The basic principles of innovative education can and should be the basis for the analysis of new functions and new content of science education. Within the new paradigm, science education can and should become a socially and personally significant factor, thanks to the huge content, cognitive, ideological and methodological potential of its foundations. The new paradigm of science education, based on its conceptually new principles, should, at the same time, contributes to reaching a qualitatively new level of the most important characteristic of modern education – its integrity. Preservation of the integrity and diversity of natural ecosystems is a condition for maintaining the spiritual and physical health of man, its biological existence. Therefore, there is a need to create a stable balance between human economic interests, on the one hand, and the preservation of its environment – on the other. A person must change himself to eliminate the existing priorities of the economy over the environment. To do this, it is necessary to fill the education system with new content, to form a knowledge base through which the individual and society as a whole could come to balance. The supra-subject and integrative nature of ecology and economy in many aspects determines their system-forming role in the educational process.

TASK APPROACH IN THE SYSTEM OF METHODICAL TRAINING OF INFORMATICS TEACHERS

The classifications of pedagogical tasks are analyzed, and revealed the peculiarities of their use in the system of methodical training of future teachers. The methodical task in which the pedagogical situation in the plane of studying of a subject is modeled is allocated. The expediency of professional training of future computer science teachers with the use of educational and methodical tasks at all stages of higher education is substantiated, examples of such tasks are considered and the stages of their solution are generalized.

FUNCTIONING OF HIGHER EDUCATION INSTITUTIONS OF ROMANIA IN THE CONDITIONS OF AUTONOMIZATION

The article is devoted to the analysis of the higher education system of Romania. Peculiarities of functioning of higher education institutions of different forms of ownership in the conditions of autonomy are determined. The Romanian practical experience of supporting students educational and professional orientation and promoting their professional inclusion in the labour market is noteworthy. The activities of advisory departments in each institution of higher education regarding students choice of a professional route should be borrowed from Ukraine.

WAYS OF FORMATION OF VALUES AND VALUE PROFESSIONAL ORIENTATIONS OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS OF UKRAINE

Aspects of formation of values and value professional orientations of student youth in higher institutions of Ukraine have been revealed. Approaches to the interpretation of the essence of "values", "professional values", "moral values", "value professional orientations" in the scientific program have been described; the current state of formation of professional values of student youth in professional training of higher educational institution has been researched; the pedagogical conditions of formation of professional values of future specialists in professional training have been theoretically substantiated

TRAINING OF TEACHERS IN CLASSICAL UNIVERSITIES: REALITIES OF TODAY

The article focuses on the role of classical universities in the development of education and training of teachers; some issues of their historical progress and economic, socio-cultural influences on the state of functioning are revealed. The importance of classical universities in the training of highly qualified, competitive in the modern labor market specialists with higher education is highlighted. The peculiarity of training scientific and scientific-pedagogical workers at the third (educational-scientific) level of higher pedagogical education in accordance with the international, European requirements for doctors of philosophy is indicated. Emphasis is placed on the importance in today's conditions of taking into account the previous experience of teacher training in classical universities; applying a competency-based approach to working with students preparing to become teachers. It is proved that an important component of professional training of pedagogical and scientific-pedagogical staff in the classical university is the innovative activity of the teacher; assistant pedagogical practice regulated by the curriculum. The importance of distance learning in the training of teachers is substantiated, the advantage of which is internationality: the possibility of receiving education without leaving their country and providing educational services to foreign citizens who are abroad; introduction of e-learning, which is a necessary condition for conducting not only distance learning, but also blended learning, which is a combination of academic and innovative learning, interactive and elearning. The importance of scientific and methodological system, synthesis of formal and non-formal (distance education), implementation of new tools and approaches to improve the quality of teaching is argued; constant updating of the content of educational disciplines and formation of the system of knowledge "soft skills", skills of research work, etc.