PEDAGOGICAL POTENTIAL OF TRAINING TECHNOLOGIES IN THE PROFESSIONAL TRAINING OF HIGHER EDUCATION APPLICANTS

Abstract

DOI: https://doi.org/10.26565/2074-8922-2026-86-24

Purpose. The purpose of the article is to theoretically substantiate the pedagogical potential of training technologies and determine their role in the formation of competencies of higher education applicants in the conditions of the modern educational environment.

Methods. The study used a set of theoretical methods: scientific and pedagogical analysis, problem approach, theoretical analysis of scientific sources, comparison, generalization and systematization, as well as methods of processing results. The use of these methods allowed for a comprehensive study of the pedagogical potential of training technologies and to substantiate their effectiveness in the formation of education applicants.

Results. The article reveals the essence of training technologies as a set of active learning methods. The expediency of using training as an innovative form of organizing learning, which ensures the activation of cognitive activity, the development of professional and communicative competencies, emotional intelligence, and practical skills, is substantiated. The relevance of the topic is due to the transition of modern education to a competency model, orientation on learning outcomes, development of practical skills, communicative culture, critical thinking, ability for team interaction and professional adaptation. Modern scientific approaches to determining the essence of training technologies, their structural characteristics and didactic capabilities are analyzed. The main functions of training technologies in professional training are determined: motivational, activity, communicative, developmental, correctional and reflective. Didactic conditions for the effective use of training in educational institutions are outlined: practice-oriented content, taking into account the specifics of the future profession, phased organization, the presence of feedback, the creation of a safe educational environment and the teacher's readiness to facilitate group work. It is noted that these technologies are aimed at developing practical skills, responsibility for a common result, constructive conflict resolution, and contribute to the formation of cooperation and decision-making skills.

Conclusions. It is proven that the use of training technologies contributes to the creation of a positive psychological climate in the group, allows you to combine theory and practice, and ensure the connection of learning with real life. The main advantages of using training technologies in the training of students are identified, in particular their orientation to subjectivity, interactivity, and practical orientation of the educational process.