In the thesis the theoretical generalization is fulfilled and the new solution of the scientific problem of formation of professional competence of future software engineers in the process of studying object-oriented programming in higher education institutions is presented.
Professional training of specialists in information technology, in particular future software engineers according to undergraduate educational programs of the first (Bachelor) level of higher education in Ukraine, is carried out in higher education institutions within the frameworks of subject area specialties 12 "Information Technologies". It is possible to ensure graduates' level compliance with the labor market by updating the content, introducing innovative forms, methods and tools of teaching as well as enhancing the practice orientation on the basis of systematic monitoring of the industry state.
In the thesis, the organizational and methodical conditions for future software engineers' competence formation in the process of studying object-oriented programming in higher education institutions are grounded and developed for the first time: formation of students' positive motivation for the study and application of object-oriented programming in the future professional activity; formation of the cross-sectional content-activity line for studying object-oriented programming within professional training disciplines; application of the appropriate forms and methods for undergraduates' professional competence formation; use of modern information and communication technologies in the process of object-oriented programming teaching. Structural-functional model of future software engineers' professional competence formation in the process of study of object-oriented programming is developed. The content of the concepts "competence of a software engineer in object-oriented programming", "learning task on object-oriented programming" is defined.
The components of future software engineers’ professional competence (motivational, cognitive, operational-activity, reflexive ones), criteria (formation of motivation for application of object-oriented programming in the professional activity, completeness of knowledge acquisition in object-oriented programming, formation of skills to use object-oriented approach in the process of software developing, formation of professional reflection on the personal and interpersonal levels), indicators and its level formation in the process of object-oriented programming; content, forms, methods and tools of forming future software engineers’ professional competence in the process of studying object-oriented programming are enhanced.
It is established that the competence content of software engineers in object-oriented programming includes the ability to understand the fundamental foundations of object-oriented programming and the peculiarities of their implementation in different programming languages, use the knowledge of object-oriented programming methodology and technology while developing the software, ability to perform decomposition and composition of the application domain, which is subject to modeling, determine the properties of objects and interaction between them, develop processing algorithms of objects, implement them by means of object-oriented programming languages for solving professional problems and creating high-quality programs, the ability to critically analyze new programming technologies based on available knowledge of object-oriented programming.
The research-experimental work was carried out during 2015-2018 for the purpose of experimental verification of the effectiveness of organizational and methodological conditions for formation of future software engineers' professional competence in the process of studying object-oriented programming in higher education institutions. The research-experimental work was implemented within the frame of professional training disciplines "Programming", "Object-Oriented Programming", "Cross-Platform Programming", "Programming and Support of Web Applications".
Diagnosis of forming professional competence certain components in accordance with the defined criteria and indicators enabled to identify the changes that occurred while introducing the developed organizational and methodological conditions. Probability of the experimental research results is proved using Student’s t-test. At the formative stage, there was a statistically significant difference in the levels of students' professional competence formation in the control and experimental groups. The research hypothesis is verified, and the efficiency of forming the future software engineers’ professional competence during the construction of learning process based on the developed organizational and methodological conditions for formation of future software engineers’ professional competence in the process of studying object-oriented programming in higher education institutions is proved.
