PEDAGOGICAL CONDITIONS AND MEANS OF FUTURE TEACHERS’ PROFESSIONAL ORIENTATION COMPETENCE FORMING

implementing their results into the training practice. The course program was full of professional orientation material. The students performed individual tasks. The results were recorded on the electronic media (electronic portfolio of the course). To assess the level of mastering professional orientation competence, a complex test-questionnaire was used, the questions of which were related to motivation and desire to master the professional orientation competence from the standpoint of its three aspects, to understand its importance for the successful work of the teacher, test questions to identify the level of knowledge of professional orientation work. The operational and activity component of professional orientation competence was evaluated on the basis of analysis of the completed portfolio. In the experimental check, the full-time second year students of various pedagogical specialties took part. Experimental sample was 105 persons, control one − 116. The analysis of the data obtained suggests that the developed technology positively influences on future teachers’ professional orientation competence forming. In the experimental group, in comparison with the control group, the number of students with the initial level of the motivational and valuable component decreased by 5.9 %, of the cognitive one – by 13.1 %, of the operational and activity one – by 8 %, of the estimated-reflexive one − by 6.9 %. the unity of aspects: activity Conclusion. The determined pedagogical conditions allow providing a sufficient level of future teachers’ professional orientation competence.