The dissertation deals with the essence of the notion of «strategy», «strategic competence» and «strategic competency» (in broad (linguodidactic) and in highly specialized (linguomethodic) meanings). The author 's understanding of the concept of «formation of strategic competence of future specialists of operational and technical staff» is offered. It is the process of development and accumulation of qualitative manifestations of integrated personal quality at the stage of professional training, which provides their possible quantity of goal-setting, planning their own activities, productive communication, development and implementation of individual educational strategies for professional life according to the key orientations of cadets. The structure of strategic competence of future specialists of the operational and rescue service of civil protection (value-motivational component; strategic-informational, operational-effective, reflexive-affective components) is determined.
The peculiarities of the system of professional training of future specialists of the operational and rescue service of civil protection are discovered (imperative-legal regulation of the relations of participants of the educational process in accordance with the Charter, unanimity and unconditional subordination to orders, declarative communication), the experience of the organization of professional training in the foreign countries are analyzed.
The essence and varieties of modern learning strategies used in higher education practice are examined (metacognitive, affective, cognitive (social), socialization; internalization and exteriorization; strategies of direct learning, indirect learning, cooperative learning, independent organization, independent learning, independent study, independent learning; and self-control; problem-solving strategies, finding social support etc.).
The set of methodological approaches that determine the initial positions of the research organization (strategic, competent, holistic, student-centered, axiological, acmeological, contextual) is singled out. The essential features of the concept of «pedagogical conditions of the formation of strategic competence of future specialists of the operational and rescue service of civil protection» and their list are defined, namely: development in the process of professional training of future specialists of the operational and rescue service with the orientation on socially significant values; expanding the cadets' knowledge of strategic competence in the process of group and independent learning; directing the vocational training of cadets for the formation of individual strategies of educational and professional activity in the process of multi-professional activity; creation of a reflexive educational environment for future specialists of the civil protection operations and rescue service at all stages of the development of their strategic competence.
On the basis of this information of the research, the author's model of strategic competence formation of future specialists of the operational-rescue service of civil protection in the process of professional training (theoretical-methodological, organizational-strategic, evaluative-effective blocks) was developed, which was tested in practice and implemented in a complex developmental program (value-targeted, educational-quasi-professional, reflexive-relaxing stages). At these stages of the development program, there was a gradual introduction of pedagogical conditions for the formation of the phenomenon under study using the following pedagogical tools: a set of educational (metacognitive, cognitive), communicative (compensatory, social, affective) strategies, as well as strategies and techniques; Goal Setting, Personal Coat of Arms, My Future, Onward Jump); direct learning (mini-lectures on various topics, multimedia presentation of certain information, testing, repetition, consolidation, implementation of teacher's instructions); indirect learning (case studies; interactive teaching methods: «Labyrinth», «Question and Answer», «Free discussion», «Relay»; discussions, debates; discussion of various problems); interactive learning (interactive methods: Brainstorming, Problem Sharing, Decision Tree, Realize Thought, Debates, Interviews, Discussion, Role and Business Games; Reflexive Techniques: Circle Walking Sheet , «Completion of the sentence», «Star hour»); independent training (individual goal setting; writing messages, reports, abstracts; independent execution of creative works, different levels of homework, projects; keeping strategic diaries, etc.).
