INTERACTIVE EDUCATION AS A KEY ELEMENT OF QUALIFIED AND PROFESSIONAL TRAINING OF INTERPRETERS

The article investigates the problem of improving the quality of professional training for future translators using interactive educational models, establishes the essence of interactive education, describes the organization and the main methods of working in conditions of active, passive and interactive forms of education. The features of interactive education are fundamentally important and necessary in the context of our research and require further clarification and supplementation. Interactive educational technologies used for the training of various specialists has been attracting the attention of many researchers. The interest to the technology of interactive education is being provoked by the fact that "today, interactive approaches are the most effective as they stimulate the one who seeks for knowledge to occupy the active position of self-development. Modern scholars often refer to interactive educational process innovation and the use of interaction in preparing future professionals to enhance learning. Interactive education – is a special form of the cognitive activity that has specific, predictable goal – to create a comfortable educational environment in which every student would feel success and intellectual ability. This feature of interactive education is crucial and necessary in the context of our study and requires additional clarification related to the separation of communication and interaction in terms of their value. The understanding of interactive education in the training of future translators is essential to identify the main characteristics of the interaction of all subjects of the educational process, especially on the lines of "teacher - student" and "student - student" that occur in the process of joint training activities. This formed the basis of an interactive approach to the formation of future translators' readiness for professional activity by means of interactive technologies. The interaction arises as a central category, however, it is a generic term for communication and independant criterion for the purpose of training. This approach is developed in the context of general training centration and interpretations of the conceptual categories of “communication” and “cooperation” both in educational process, and in terms of the formation of future translators' readiness for professional activity by means of interactive technologies.