Basic notions such as "competence", "professional competence", "chemists’ professional competence", "training", "professional training", "chemists’ professional training", "educational environment", "pedagogical conditions", "pedagogical conditions for the future chemists’ professional competence formation" have been singled out on the basis of a comprehensive research of the future chemists’ professional competence formation and analysis of scientific and methodological resources.
The research presents the results of the theoretical analysis of the future chemists’ professional competence formation problem and outlines scientific approaches to the problem study (professiographic, activity, systemic, student-centered, technological, competency-based). Their combination ensures the accomplishment of target goals and tasks.
This study analyzes the educational programs and curricula of Ukrainian and foreign higher educational establishments and defines the main guidelines for the modernization of traditional professional training of higher educational establishments in Ukraine.
The research highlights and describes the notion and a structure of the future chemists’ professional competence. Structural components are defined as: motivational, rich in content, activity and reflective.
The analysis of scientific and pedagogical literature on the introduction of pedagogical conditions in the process of training specialists of various fields and interviews with professionals have made it possible to formulate a list of pedagogical conditions based on a theory for the formation of future chemists’ professional competence. A factor analysis has been conducted and the main conditions and factors have been specified on the expert evaluation basis, which are combined into four groups (organizational, methodical, activity and practical, motivational).
The research specifies pedagogical conditions which are the basis for the implementation of the future chemists’ professional competence formation in the professional training model. The developed model includes interrelated and mutually conditioned blocks: target, theoretical-methodological, organizational, effective.
The results of the experimental verification of the developed model implementation of future chemists’ professional competence formation confirm its effectiveness. The research presents the indicators of the professional competence formation according to four criteria, and the students' coefficients of their formation growth were calculated of the controlled and experimental groups during the experiment. It has been established that the controlled and experimental groups were homogeneous in all indicators at the initial stage of the experiment according to the research results and their heterogeneity has increased in the course of the professional training. A comparison of the coefficient increase of the professional competence formation according to all criteria points to significantly higher indicators of students in the experimental group, which proves the effectiveness of the proposed model. Mathematical statistics methods confirm the validity and adequacy of conclusions.
