The thesis thoroughly analyzes the problem of future forestry specialists’ training for professional activity. The author’s concept covers methodological, theoretical, practical components and takes into account such factors as: legislative and regulatory documents; labor requirements for the forestry specialists’ professional activity and education; educational trends (general (globalization, modernization, humanization, integration, humanitarization, intensification, democratization, informatization); specific of future forestry specialists’ training in higher education institutions; scientific approaches (systemic, axiological, personality-oriented, competence, professional-cognitive, integrational, synergetic, activity); pedagogical general and specific principles.
The pedagogical system of future forestry specialists’ training for professional activity, which consists of interconnected blocks (target and methodological (goals, objectives, approaches, principles), content and organizational (content, forms, methods, technologies), result and criteria (criteria, indicators, levels of readiness, diagnostic tools, evaluation methods and tools, results of activities) has been developed, modeled and experimentally tested.
Organizational and pedagogical conditions of future forestry specialists’ training for professional activity have been defined and theoretically substantiated. They are: the development of professional value orientations of future forestry specialists; the improvement of the content of professional disciplines in the context of forestry requirements; ensuring the individual trajectory in forming the professional knowledge, abilities and skills of future forestry specialists by means of integration and modular technology; strengthening practical training based on the combination of classroom and extracurricular activities of future forestry specialists.
The essence of the concepts «future forestry specialists’ training for professional activity», «readiness of future forestry specialists for professional activity» has been clarified. «Future forestry specialists’ training for professional activity» is understood as the process of their professional development, formation of professional competence in the educational process at the institution development of values, ideals, views and beliefs, attitude to professional activity in forestry. «Readiness of future forestry specialists for professional activity» is defined as the integrative quality of personality, which is manifested in the formed professional competence, internal readiness to perform tasks, focus on the implementation of constructive actions of forestry, their awareness and evaluation in solving forestry problems.
Such criteria of readiness for professional activity (motivational and personal, information and cognitive, effective and practical) with appropriate indicators and levels were clarified. The content of the educational components of future forestry specialists’ training as well as the procedural component of professional training, considering forms, methods and technologies has been updated. The content of subjects «Fundamentals of professional training», «Organization of forestry production», «Forestry entrepreneurship», «Forestry», «Forest management», «Organization of forestry production», «Forestry crops», «Forestry taxation» were improved.
Further development acquired: the components of forestry specialists’ readiness for professional activity; the peculiarities of the professional activity of forestry specialists; diagnostic support for determining the state of forestry specialists’ readiness for professional activity; implementation of methodological approaches and specific principles in future forestry specialists’ training.
The results of the study can be useful for teachers of higher education, used in the faculties of advanced training of agro-industrial complex, in planning and organizing the educational process, the implementation of individual and differentiated approaches to applicants.
The obtained results will contribute to the renewal of modern educational and methodological complexes for the system of higher forestry education; design of modular curricula, assessment systems; diversification of the technology of the process of professional training, development of the program of personalized training of teachers for the formation of professional competencies of future specialists in the process of integrative-modular training in the Free Economic Zone. The monographs, textbooks, teaching aids published by the author enrich the practice of training future forestry specialists for professional activities, which will ensure effective work in the future professional sphere.
