The dissertation is devoted to the problem of formation of professional competence of future economists by means of innovative technologies in the process of professional training. The scientific, psychological and pedagogical, methodological and normative literature on the given problem are determined, the portrait of the modern economist with the help of a professional and psychogram has been formed, the content and structure of the phenomenon under investigation have been clarified. The socio-pedagogical peculiarities of forming the professional competence of future economists and the use of innovative technologies in the practice of their professional training are determined.
The components and indicators of the formation of professional competence of future economists are defined: motivational-value (formation of professional interests in the field of economics, positive attitude to theoretical and practical training, interest in constant professional development, purposefulness in the acquisition of knowledge); cognitive (deep fundamental knowledge of economic theory; mastering of innovative research technologies; innovative economic thinking; variability of economic thinking); active (ability to represent, store, process and transfer information through a computer; attainments and skills of work on a personal computer based on the use of operating systems, utilities, add-ons over the operating system and operating shells; ability to provide information on the Internet); communicative (ability to clearly express their thoughts and considerations, persuade, argue, build evidence, skills to analyze and establish interpersonal relationships, ability to choose the optimal style of communication in different business situations, organize and maintain dialogue); and personal (understanding of the social value and value of the future economist's professional activity, the formation of professionally necessary qualities, in particular responsibility, organization, independence, honesty, communicability, the formation of value attitude to health). According to the components, the criterion and indicators are defined levels of formation of professional competence of future economists by means of innovative technologies in the process of vocational training: low, medium, above average and high. The pedagogical conditions for the formation of professional competence of future economists by means of innovative technologies are theoretically substantiated and experimentally proved, namely: adaptive learning system of A. Hranytskoy; problem education "Inverted learning"; person-oriented educational education I. Ivanyshyn, S. Podmasin and I. Yakymanska; smart-technology; "Cloud" practise and technologies of contextual education A. Verbitsky. The model of formation of professional competence of future economists by means of innovative technologies in the process of professional training is developed and implemented in practice. The analysis of formed experimental results showed that at the end of the experimental work in groups there was a significant decrease in the number of students with low and average levels of the formation of professional competence for the motivation-value, cognitive, activity, communicative and personal components, and their increase in the above average and high levels. The reliability of the experimental results is confirmed by the methods of mathematical statistics (P2 Pearson criterion). Consequently, the use of innovative technologies in the process of training future economists has led to increasing of the level of student motivation, knowledge, attainments and skills in the economical field; mastering innovative economic thinking; interest in constant professional development; the ability to scientifically analyze problems and processes of the economic sphere; mastering professionally important qualities, in particular, responsibility, organization and communication skills; increasing the ability to work on a personal computer using operating systems and displaying information on the Internet.
