The research presents theoretical-methodological substantiation and the results of experimental verification of pedagogical conditions for the forming project-analytical competence of the future officers-border guards in the process of professional training.
Taking into account methodological approaches (competence, activity, personal) regarding the determination of the component composition of project-analytical competence, researches on the problem of the formation of various components of professional competence, as well as the peculiarities of the professional activity of the future officers-border guards, allowed to determine the essence of the mentioned competence, as: integrative characteristic of the future officer-border guard, which is expressed in the ability and readiness of the specialist to independent theoretical and practical work out and implementation of projects in professional and social spheres, as well as a set of specific thinking actions aimed at the identification, evaluation and generalization of knowledge, analysis and transfer them to the new qualitative state.
The project-analytical competence of the future officers-border guards is a complex of thinking, search, logical, research and creative processes of cognition.
In the structure of project-analytical competence of the future officers-border guards, the following components are identified: motivational, cognitive, activity, reflexive.
The criteria for the development of the project-analytical competence of the future officers-border guards in the process of professional training, which are revealed through qualitative features (indicators) are: value criterion (positive interest to projecting, stability of motivation to project and analytical activity; personality-value attitude to the analysis and projecting of professional activity as socially significant; sustainability of motivation for the implementation of project-analytical activity); knowledge criterion (formation of knowledge about carrying out of project-analytical activity; organization of project-analytical activity; degree of creativity in the process of project-analytical activity; formation of knowledge about the stages of project realization and thinking operations); operational criterion (the ability to organize project activity, the degree of autonomy manifestation in the project-analytical activity); analytical-productive criterion (ability to carry out the reflection of project-analytical activity, manifestation of self-analysis and self-assessment of the results of the project-analytical activity).
The levels of formation of project-analytical competence of the future officers-border guards in the process of professional training have been selected: reproductive, productive, creative.
The pedagogical conditions of forming the project-analytical competence of the future officers-border guards in the process of professional training (providing motivation for as for the project-analytical activity as a way of professional development, the expedient choice of forms and methods that provide realization of the project-analytical activity, introduction of educational-methodical support, adequate to the content of the project and analytical activity; acquisition by the future officers-border guards of the analytical and project set of tool.
The model of the project-analytical competence of the future officers-border guards, which includes target, content and productive blocks, has been designed.
