The use of multi-dimensional space in specialists' training in the Course Program 25.05.01 Land Transport and Technological Vehicles

Currently, more often graduates of technical universities face difficulties in solving professional tasks. This happens due to the constantly changing problems (owing to the development of new technology, and very rapid implementation in the production and use of new machinery, equipment) that such specialists have never faced before. A specialist's professional competence in the course program 25.05.01 Land Transport and Technological Vehicles turns out to be insufficient in meeting the challenges constantly arising at the workplace. The scientific literature has scarce research devoted to this subject. Analyzing the works that describe the integration in cognitive, activity, semantic perspectives allows us to conclude the following: professional competence as a synthetic education in the structure of a personality is possible if the teacher uses an integrative approach (in the strategy and tactics of the subject training preparation) that is pursued through the inclusion in its content of knowledge selected on the basis of the needs of real professional activity. The formation of a specialist's professional competence in the course program 25.05.01 Land Transport and Technological Vehicles has been analyzed. There has been a case study to identify problems in the formation of professional competence, which demonstrates that not enough of certain cognitive competencies exist, and today's professionals feel it. In this article, pedagogical conditions for a specialist's professional competence formation are determined. A new integrative meaning - a multidimensional space (the cognitive component of professional competence) - is introduced into the process of learning, which allows the student to build intersubject connections and perceive the received knowledge not in fragments, independently from each other, but in a more integrated form. The control test of knowledge in the experimental and control groups was held at the end of training. The results of learning and applying them in practice in these groups differed quantitatively (concepts and definitions) and qualitatively (problem solving) in favor of experiential learning. A year after graduation and professional work, the same respondents were asked to evaluate their own professional competence for a case study. The results are: pedagogical conditions of a specialist's professional competence formation in the course program 25.05.01 Land Transport and Technological Vehicles introduced in the learning process of a technical university help graduates in their professional activities and allow to use knowledge from learning broader, embracing and applying scientific methods from different sciences, integrating them. The results of this study can be used in teaching students at a technical university.

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