The thesis deals with the improvement of professional training of the future international economic relations specialists through the use of training sessions. The modern scientific approaches to professional training of the future international economic relations specialists have been specified: competency, systematic, integrated, culturological, axiological, personal, activity. It is concluded that modern and non-traditional forms of active learning with the involvement of students in group work, debates, discussions, and the implementation of professional skills are important potential in solving the problem of the development of higher professional education of the future international economic relations specialists in accordance with the world tendencies, standards and requirements, professional roles combined in training sessions.
It has been established that the orientation of training sessions to improve the training of the future international economic relations specialists for professional activity is determined by the active character of educational-cognitive interaction of students, which is constructed with the obligatory reproduction of realistic models of managerial activity; the opportunity to change not only the amount of knowledge, skills and abilities of students, but also the mechanisms, needs, motivational structures of the individual; the high level of operationalization, that is, the ability to transfer the student’s acquired results (knowledge, skills, abilities, experience) into the real professional context that is possible under the conditions of educational trainings.
The components of professional competence of the future international economic relations specialists (motivational-deontological, professional-cognitive, perceptive-activity, reflexive-acmeological) have been specified. Each component was characterized by specific features: criteria. The criterion of the motivational-deontological component of professional competence of the future international economic relations specialists is personal (motivation of students to expand professional competence and awareness of deontological norms of the chosen profession); knowledge based (the ability to integrate professional knowledge in the process of solving training professionally-oriented tasks); activity (manifestation of structured professional abilities and skills based on the application of creative ideas for solving professional issues); developing (readiness for self-analysis of the effectiveness of professional training in higher educational institution). According to clearly defined indicators, the formation of each component of the professional competence of the future international economic relations specialists has been established for four levels: professional-creative (high), functional-executive (sufficient), adaptive-situational (satisfactory), reproductive (low).
The effectiveness of realization of the pedagogical conditions of using educational trainings in the process of the future international economic relations specialists training (creation of motivational-acmeological training environment for the professional adaptation of students’ theoretical substantiation has been experimentally verified and proved; ensuring the formation of professional intelligence of the future international economic relations specialists in interdisciplinary training; developing skills to overcome the praxeological-cognitive dissonance in the simulated situations of professional interaction of students in the training, the actualization of self-educational cognitive activity of the future international economic relations specialists for active participation in educational trainings).
Realization of the determined pedagogical conditions has been carried out on the basis of the designed structural-functional model of such a process. The author’s structural-functional model for the implementation of the pedagogical conditions for the use of training sessions in the process of the future international economic relations specialists training has been developed taking into account the requirements for designing models of the process of formation of the investigated phenomenon (professional competence of the future international economic relations specialists) as a holistic self-developing system and pedagogical conditions as a pedagogical environment for the formation of this property. The developed model is characterized by integrity, structuring, dynamism, interaction of its components, grouped into five blocks (target, theoretical, praxeological-practical, analytical, effective), it serves as a source of empirical and theoretical knowledge about the possibilities of forming the professional competence of the future international economic relations specialists by means of training sessions.
