Model of Professional Training of Future Forestry Specialists

У статті обґрунтовано модель професійної підготовки майбутніх фахівців лісового господарства, яка складаються з ціле-методологічного (мета, завдання, підходи, принципи), змістово-організаційного (зміст, форми, методи, технології) і результативно-критеріального (критерії, показники, рівні, оцінні методи й засоби, результати діяльності) блоків. Виокремлено особливості моделі, зокрема взаємовизначення ефективності кожного її елемента щодо іншого елементу (умови здійснення педагогічного забезпечення передуять концептуальній спрямованості цього процесу, виступають апріорним чинником реального досягнення результату – сформованості особистості фахівця лісового господарства, що володіє творчою індивідуальністю, професійною спроможністю й мотивацією до самовизначення.The article substantiates the model of professional training of future forestry specialists, which consists of versatile-methodological (purpose, tasks, approaches, principles), content-organizational (content, forms, methods, technologies) and result- criteria (criteria, indicators, levels of future forestry professionals’ readiness to professional activities, evaluation methods and tools, results of activities) blocks. The features of the model, in particular the mutual determination of the effectiveness of each of its elements in relation to another element (conditions of pedagogical support precede the conceptual orientation of this process, are a priori factor of real achievement – formation of the personality of a forestry specialist with creative personality, professional ability and motivation for self-determination). It is proved that the model of professional training of the future forestry specialist is based on the fact that the content of training is rationally structured in order to form relevant and in- demand personally significant professional qualities of future forestry specialists; applicants form an idea of the social significance of the chosen profession; in the educational process they use effective teaching methods, adequate to the goals of professional training; the restructuring of the educational process reflects the specific regional needs for effective training of forestry specialists. It is established that the set of elements of content-technological support of professional training of future forestry specialists is provided by the logic of consistent enrichment of creative activity of the subjects of the educational process, which has a special manifestation in each element. Characterizing the integration of variable and normative disciplines is aimed at forming the personal and professional qualities of future specialists. It is proved that implementation of the model in the educational process allows to constantly find new, more effective methods, ways, techniques of training future forestry professionals