ФОРМУВАННЯ ФАХОВИХ КОМПЕТЕНТНОСТЕЙ ЗДОБУВАЧІВ ТРЕТЬОГО РІВНЯ ВИЩОЇ ОСВІТИ В ПРОЦЕСІ МІЖДИСЦИПЛІНАРНОГО НАВЧАННЯ: Глазунова І. К., Зайцева А. В.

The article considers the issues of forming professional competencies of third-level higher education students as an important component of their professional training in the process of interdisciplinary training. The content of this training depends on the formation and development of professional competencies of postgraduate students. On this basis, a new pedagogy is being formed - competency-based, pedagogy of compliance of acquired knowledge, skills and abilities with the demands of the modern labor market. Using examples of the content of the educational and normative discipline "Theory and Methodology of Music Education" and the educational and elective discipline "Theory and Practice of Music Education", disciplines of the educational level "Doctor of Philosophy", field of knowledge 01 Education, specialty 014 Secondary Education, by subject specializations (music), the formation of artistic and methodological culture of postgraduate students and the formation of communicative competence of third-level higher education students are considered. It is indicated that the holistic development of a person in the context of the formation of a personality, citizen and specialist involves, first of all, the search for reserves for improving the modern educational process. One of the directions of new pedagogical solutions is interdisciplinary integration, with the help of which the tasks of training, development and education of higher education students are solved at a qualitatively new level. The relevance of such training is dictated by the growing mobility, transience of the social environment. Under such conditions, a monodiscipline alone cannot fulfill its traditional mission and ensure a sustainable increase in new knowledge The concepts of "professional competence", "interdisciplinary training", "artistic and methodological culture", "communicative competence" are specified. The component structure of the artistic and methodological culture of third-level higher education students and the structure of their communicative competence are considered.