PRIORITY CONDITIONS OF TRAINING OF FUTURE FORESTRY PROFESSIONALS

Abstract

Purpose. The article substantiates the priority conditions for training future forestry specialists. Methodology. It is established that effective priority conditions for training future forestry specialists are: formation of value orientations of forestry specialists for personal growth, self-improvement, self-realization; stimulating the motivational sphere in professional intentions; activation of cognitive interests and needs, attitude to self-development to improve professional knowledge, skills, competencies formation of professionally important personal qualities of future specialists of the forestry industry, subjective position in mastering future professional activity. Scientific novelty. It is revealed that the first priority condition is aimed at forming the motivational sphere of future forestry specialists. This condition includes: strengthening motivation and consolidation of professional choice; formation of a positive and emotional attitude to the chosen specialty, the development of sustainable professional intentions in the forestry industry that meet the needs of the individual and society. The second priority condition is aimed at forming the cognitive sphere of future forestry specialists. This condition includes: cognitive-professional content of the learning process; activation of independence, initiative of applicants; awareness of applicants of social significance of the chosen profession; consolidation of professional choice. The third priority condition is designed to influence the formation of an effective area of future forestry professionals. This condition includes: mastering the techniques, skills of professional activity; inclusion of applicants in various types of educational and professional work; self-assessment of applicants for the results of educational and professional activities and reassessment of the level of acquisition of professional skills; ensuring professional stability, self-mastery of effective means of professional activity, behavior and communication; orientation of personality in professional values; strategic design of own professional development; self-assessment of the results of professional growth; increasing the level of professional stability by ensuring that applicants obtain related professions. Conclusions. It is established that in the course of realization of each condition the range of tasks which determines a choice of means, methods of receptions of pedagogical influence, the forms of the organization of employment defining character of activity of applicants and teachers is solved. It is proved that the developed priority conditions are an internal factor, which, supplemented by an external factor (organizational and methodological support) is aimed at improving the efficiency of the training process of future forestry specialists.