The thesis is devoted to the actual problem of the professional competence formation of the students mastering bachelor’s degree of computer technology in the process of vocational training.
The scientific novelty of the study outcomes deals with the following: for the first time pedagogical conditions for professional competence formation of the students mastering bachelor’s degree of computer technologies in the process of vocational training were justified (providing motivation of the bachelors of computer technologies to the formation of professional competence; updating of content, forms and methods of the specialization, improving the practical component of the professional training of the specific specialists). The model of formation of future specialists in the field of computer technologies of professional competence, characterized by the organic unity of the following components, is developed: target-oriented (the purpose and objectives of the experimental model; the subjects of interaction in the process of vocational training; methodological bases), content-oriented (contents of bachelorʼs educational and professional training program in specialty 015 ‘Vocational Education (Computer Technology)’; the content of educational, technological practice and student scientific society ‘Soft skills’; components of bachelorsʼ professional competence in the sphere of computer technologies; pedagogical conditions); operational and active (defined forms, methods, and means of experimental vocational training); effective (criteria and levels of formation of the investigated quality; result of model functioning (raising the level of professional competence of computer technology bachelors in the process of vocational training as a manifestation of information, technical, subject, communicative, self-educational, self-regulatory, research competences)).
The criteria for the professional competence formation of would-be bachelors in computer technologies are distinguished with the following indicators: valuative and motivated (awareness, attitude, interest, motivation, value attitudes, aspiration for acquiring professional competence, self-knowledge, and self-development); cognitive (knowledge (specific profile): analytical, algorithmic, planned and designed, communicative, organizational, control and estimating, creative); operative and active (abilities (of organizations, design, application/use, execution, research, creative activity)); subjective (reflection, personal qualities, self-regulation). We defined the levels of development of the specified quality (primary, medium, high).
