Ability For Self-development Research Articles

ЗОВНІШНІ ТА ВНУТРІШНІ ЗАГРОЗИ ЕКОНОМІЧНІЙ БЕЗПЕЦІ УКРАЇНИ

The article examines the concepts of “economic securityˮ, “external threats to economic securityˮ, and “internal threats to economic securityˮ. Economic security is defined as the achievement of a state of the national economy that ensures economic development, effective control over the use of resources, and protection of economic interests at the international and domestic levels. The main functional components of economic security are defined as economic independence, sustainability and stability of the national economy, and the ability for self-development and progress. The components of economic security are considered in this study. These include internal economic security (demographic security; food security; raw material security; innovation and technological security; financial security; investment security; energy security; environmental security; information security; military security) and external economic security (export security; import security; security in the field of international capital movement; security in the process of international labour migration). The study encompassed the examination of economic security-related objects (state, separate territorial formations, citizens, enterprises, organisations, institutions, and entrepreneurs) and subjects (central and local bodies of executive power, state enterprises). The potential negative impact on national economic interests (state, society, individual), conditions and mechanisms for the implementation of external and internal factors of threats to economic security have been investigated. The principal external and internal factors that pose a threat to the economic security of Ukraine are identified. These factors are in a state of constant flux due to the evolution of the global economy, society and the national economy. A number of indicators have been proposed for the purpose of assessing the level of economic security of the state. These include key aspects such as the state of the national economy, the development of scientific and technological progress, the countering of external and internal threats, and foreign economic activity. A comprehensive assessment was conducted with respect to the degree of economic security currently prevailing in Ukraine. The assessment indicated a notable lack of efficiency within the economic realm and identified a series of risks that may potentially impede the growth of the national economy in the future. The primary means of ensuring Ukraineʼs economic security are proposed, namely a system of legal, organisational and economic measures designed to prevent external and internal economic threats.

RETROSPECTIVE PHENOMENON OF PHILOSOPHY OF EDUCATION AT THE CURRENT STAGE OF DEVELOPMEN

The modern era has posed radically new important problems for education and philosophical principles, the philosophy of education is considered the most effective theoretical basis for changes in the field of education which creates conditions for the most complete realization of the spiritual potential of a person. The retrospection of the phenomenon of education and its separation from philosophy, the stages of formation of its conceptual and categorical apparatus and the formation of its institutional forms are traced. The main directions of development of the philosophy of education in the world and in Ukraine are analyzed. The position of reviewing the fundamental principles of the university and university education, which consists in the transformation of the entire system of higher education and its adaptation to the realities of today, is very relevant today. Different approaches and views on the system of modern university transformation, the ambivalent nature of modern higher education and the retrospection of the phenomenon of the philosophy of education at the current stage of development are analyzed. Changes in the philosophy of the functioning of the educational system, ideological reorientations, reproduction of the humanistic nature, which contribute to the transition of higher education educational processes into sustainable innovative trends, have been clarified. The article examines the philosophy of education in the general system of university knowledge in connection with pedagogical theory and practice. Also, the methodology of changing the world's values and goals in the interests of the sustainable development of Ukrainian society and the harmonious development of the individual and the further transformation of a modern university is especially relevant in today's globalized world. Education has always been an objectively necessary condition for the formation of a personality developed in professional, spiritual and general cultural directions. Undoubtedly, any person is characterized by the ability for self-development, self-education, but his life definition, professional, civil and moral formation in different historical eras has its own characteristics, largely due to changes in the education system. In our opinion, the theoretical basis of such changes in education as a complex system of civilizational values has always been and continues to be the philosophy of education, since it lays down the mechanism of self-development and maximizes the inner spiritual potential of every person.

Collaborative network activity as a form of independent work of future technology teachers

Introduction. In accordance with the need to develop students’ ability and readiness for continuous self-education and self-development throughout their lives, the importance of students’ independent work increases significantly. In the context of the digital transformation of education, one of the main forms of independent work should be joint network activities of students, during which network educational communities are formed. The purpose of the article is to consider the possibilities of organizing joint network activities of future technology teachers as part of independent work in disciplines, practices, as well as in extracurricular activities; analyze the didactic potential of the online educational communities of students that are being formed.Materials and Methods. When writing the article, methods of analysis of domestic and foreign literature, comparative analysis, generalization and systematization, and pedagogical experiment were used.Results. Today, when improving the qualifications of teaching staff, the model of “horizontal training”, when training is carried out within professional communities, is quite actively used. This model can also be effective for communities of future teachers. Digital tools for organizing joint network activities within disciplines and practices are presented when organizing independent work for students at Minin University. Special attention is paid to the organization of joint network activities within the framework of the communicative and digital module of the Core of Higher Pedagogical Education. The greatest effect from joint network activities of future teachers can be obtained through project activities. Examples of network projects of teachers and students of Minin University are given, within the framework of which project and network communities are formed.Discussion and Conclusions. Properly organized independent work in the digital educational environment of the university, the use of modern digital tools for this significantly improves the quality of professional training of specialists. Joint network activities make it possible to organize mutual learning within the emerging educational student community. At the same time, conditions are created for the formation of team building skills, universal and professional competencies, ICT competence of future technology teachers, self-assessment and mutual assessment skills.

Technology of organising students’ project activities towards development of educational independence of a future pedagogue

Introduction. Educational independence is of major importance for the modern teachers’ work; its development is significant for training of future pedagogues. The development of educational independence oriented at the changes of the present and the future and at continuous self-improvement requires applying innovative pedagogical strategies and technologies. The introduction of project activity organisation technology for students of pedagogical profile, to be implemented in the educational process at the initial stages of training, is applied fragmentarily and is not comprehensively researched. Aim of the research: theoretical substantiation and approbation of project activity organisation technology for the development of students’ – future pedagogues’ – educational independence. Materials and methods. The participants of the experimental survey were represented by students majoring in “Pedagogical Education (different profiles)” at Tambov State University named after G.R. Derzhavin (45 persons) and State University of Education (45 persons) in 2022-2023 academic year. Theoretical research methods: analysis and generalisation of the history of the given issue, modern approaches to the development of educational independence, pedagogy of project activity. Empirical research methods: “Assessment of the ability for self-development, self-education” (V.I. Andreev), “Readiness for self-development” (V. Pavlov); expert card for assessing educational independence; assessment of project activity results; questioning; observation; content analysis of reflective texts. Statistical methods: Mann-Whitney U test. Results. The project activity organisation technology was developed for the formation of educational independence of a student – future pedagogue at the initial stage (level – Bachelor degree), depending on the initial level of preexisting educational independence (Introductory stage; Corrective stage; Development stage; Intermediate goal achievement stage). It was established that the use of the project activity organisation technology in the educational process has a positive impact on the development of educational independence of a student – future pedagogue. The research results confirmed the positive dynamics of this influence. The expedience of using project activities in future pedagogues teaching process was duly substantiated. The students, participating in project activities, select the field within the chosen speciality which will help them to realise their full potential in the future. It was revealed that the application of the designed technology showed effectiveness in the development of educational independence of a student – future pedagogue according to the following criteria: motivational/target-oriented (U = 584; p ≤ 0.01); cognitive/activity-based (U = 531.5; p ≤ 0.01) and evaluative/reflexive (U = 547.5; p ≤ 0.01). Conclusion. The novelty of the implemented research lies in the development of a project activity organisation technology for a student – future pedagogue, aimed at the development of educational independence, a set of supporting content, project topics for individual work. The results can be used in teaching other profiles and levels of higher education.

Individualization of independent work in the professional training of future teachers: An experimental study

The individualisation of independent work in the professional training of future teachers contributes to the stable achievement of results in professional and pedagogical training, as it takes into account the needs, motivation, and capabilities of the student. One of the leading technologies of innovative education is tutoring, which ensures an open educational environment in a higher education institution. The article outlines the results of an experimental study of the state of individualisation of independent work in the professional training of future university teachers on the basis of comprehensive, competence-based, systemic and activity-based approaches. The experiment was conducted in the form of a questionnaire among 54 respondents – master students majoring in “011 – Educational, Pedagogical Sciences” of the Mykhailo Drahomanov Ukrainian State University in order to find out their attitude to the current individualisation of independent work and the introduction of tutoring technology. The respondents were offered a Google Forms questionnaire “The current state of individualisation of students' independent work in higher education institutions”, which consisted of 10 questions with possible answers. The results of the experiment showed that modern higher education institutions do not provide adequate conditions for the development of important skills and qualities in students, such as independence, the ability for self-education, self-development, and self-knowledge. It is established that the majority of master's students express their dissatisfaction with the organisation of individualised independent work in higher education institutions, which is due to insufficient attention to their interests, needs, and motives. It is proposed to introduce an integrated form of professional and pedagogical training of future teachers – tutoring technology as an important mechanism for innovating education, which can ensure the openness of the educational and scientific environment. The essence of the educational process under the guidance of a tutor, when a student acts as a tutor on the basis of subject-subject partnership interaction, is revealed. The results of the confirmatory experiment make it possible to further study the conceptual foundations of tutoring as a leading technology for individualising the educational and scientific process. The developed experimental study on the current state of individualisation of independent work in higher education institutions can be implemented at all levels of training of future pedagogical specialists

RESEARCH OF THE CATEGORY "UPBRINGING" BY MEANS OF SCIENTIFIC ANALYSIS

The category "upbringing" is studied by means of content analysis and linguistic analysis. The relevance of the article stems from a certain underestimation of personality upbringing and scientific knowledge in the organization of the upbringing process in the educational systems of Ukraine and foreign countries, from deep qualitative changes occurring in modern youth environment, as well as from the fact that there is a different understanding of the mentioned phenomenon both in the context of pedagogical theory and in the field of sociolinguistic studies, which reveal multifarious content of the category "upbringing" in different languages, which affects its content. The article provides the correlation of the features of the concept "upbringing" obtained through linguistic analysis and content analysis.
 On the basis of the conducted research, upbringing as a category used in the context of Ukrainian-language scientific and pedagogical literature is identified as a process of conscious development of an independent personality, which is carried out under the influence of a teacher-educator in the process of joint reciprocal activity of all participants in the educational process, aimed at mastering the methods of their moral self-development and the experience of social relations. At the same time, the process of upbringing involves the actualization of hidden potential resources of the child's psyche under the socializing influence of society, as well as family and school as social institutions. Under such conditions, upbringing has revealed a social, purposeful, formative, conscious character, its result is the psychic development of the personality as an organized, multifactorial social and personality educational process aimed at forming a person's ability for self-development, self-education, and self-determination.
 At large, the process of upbringing is understood as a socio-historical phenomenon and the process of transmitting the accumulated experience of humanity from generation to generation; as a process that leads to certain changes in the personality sphere, as a mediated mutual influence of all participants in the educational process, being in unity with the process of interaction of various objective and subjective factors of personality formation; as a developmental activity; as management and control of personality development.

USING PROJECT TECHNOLOGY IN CHEMISTRY LESSONS

In this article, the effectiveness of the use of project technology in chemistry lessons is given. When using project technology in chemistry lessons, students develop general educational skills - the ability to control and evaluate the process and result of activities, to reflect on the methods and conditions of actions. At each stage of work on the project, the formation of personal universal learning activities of students (independent and personal responsibility, readiness and ability for self-development, awareness of responsibility, etc.) takes place.

ЗМІСТ І СТРУКТУРА САМООСВІТНЬОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ БАКАЛАВРІВ З ЕКОНОМІКИ: КАТЕГОРІАЛЬНО-ДЕФІНІЦІЙНИЙ АНАЛІЗ

The article carries out a categorical and definitional analysis of the self-educational competence phenomenon of future bachelors in economics, analyses the concepts of «self-education», «self-educational activity», «competence», «self-educational competence». It has been emphasized that, along with indicators of professional mastery, future specialists, for the sake of their self-efficacy and professional success, are called to become proficient in the knowledge, skills and experience of self-education, as well as to develop professionally important personal qualities - cognitive independence, cognitive activity, the ability for professional self-development and self-improvement via specially organized self-study. The purpose of the article is to determine the essence and structure of self-educational activity and self-educational competence and their specific content for future bachelors of economics. To implement the set tasks, in the study, a number of methods are used; among them a categorical and definitional analysis of scientific research enlightened the essence of self-education and self-educational competence, modelling of components of self-educational competence, specification and systematization of existing theoretical works to determine the structure of self-educational competence of future bachelors in economics. Self-education in the context of future bachelors of economics professional training is defined as a type of basic and professional education directed at systematic, purposeful, continuous improvement of knowledge, abilities and skills necessary for successful performance of one’s activities and achievement of certain personal and social significant goals. It has been established that the goal of students’ self-education is the achievement of certain personally significant educational aims, the satisfaction of cognitive interests, general cultural and professional requests, and qualitative changes of personality in the process of independent acquisition of subjectively and objectively new knowledge. It has been found that the crucial characteristics of self-education are self-governance, self-organization, self-efficacy, self-activity, internal freedom, voluntariness, self-regulation, focus on self-improvement and self-realization. It has been substantiated that self-educational competence is a crucial component of the future specialists’ professional competence, a person’s integrative property, which allows them to achieve productivity and success in self-educational activities, receive a quality education, master the profession, and achieve necessary qualifications. The self-educational competence of future bachelors in economics is presented from the point of view of the structure of self-educational activity, which covers the motivational and value aspect (needs, motives, instructions and attitude); knowledge-based aspect (special knowledge); the activity-based aspect (ability, skills, competences), the reflective aspect (that which characterizes the products of self-educational activity in external and internal plans) and the personal aspect (specific features and qualities that enable self-educational activity). Self-educational competence is revealed as a multidimensional personal formation that encompasses a number of other competencies including moral and ethical, general educational, subject, methodological, informational, digital, general cultural ones, and competence in self-development. It has been concluded that the formation of self-educational competence should be a mandatory component of the content of studies in higher education institutions and the system of professional training of future bachelors in economics.

Development of professional competencies of future designers based on an individually differentiated approach in professional design education

The article deals with the problem of diagnostics and development of professional competences of future designers based on an individually differentiated approach. The author examines the specifics of the professional and creative competences of a modern designer, the prerequisites and conditions for their formation in the process of professional education. Professional creative competences are considered as a cluster of competencies that reflect the willingness of a future designer to perform productive professional activities, as an ability for personal and professional self-development by increasing creative potential and expanding the scope of its professional application. The author reveals the principles of development of cognitive and activity competences of a designer, which reflect the ability of an individual to independently creatively comprehend professional tasks, process information, apply its knowledge, skills and abilities to find effective ways to solve a design problem. The author believes that for the development of such competences it is necessary to apply special techniques, means and methods in the process of vocational education. The author clarifies the essence and content of the cognitive and activity competences of the future designer, suggests ways and conditions for the effective application of the proposed approaches in the system of professional design education. The approach proposed by the author has theoretical and practical significance, since it contains a description of a set of psychological and pedagogic conditions that allow diagnosing and purposefully developing the professional, creative, cognitive and activity competences of future designers.

MANAGEMENT OF PROFESSIONAL DEVELOPMENT OF TEACHERS IN AN INSTITUTION OF GENERAL SECONDARY EDUCATION

The study is devoted to the issue of psychological and pedagogical science and educational practice – the professional development of teachers. The state of development in scientific sources on the issue of professional development and self-development of teachers, management of professional development of teachers is analyzed, and the necessity of forming their acmesynergistic position is substantiated. The purpose of the study ‒ to find out the ability of teachers for professional self-development and to develop a program for optimizing their professional development in a general secondary education institution as a basis for the formation of an acmesynergistic position. I Nikishin's method “A teacher's ability to creative self-development” and the questionnaire “What is your creative potential” (according to L.Karamushka) were used to identify teachers' ability for professional self-development. А program for optimizing the professional development of teachers, based on the analysis of scientific literature and the results of a diagnostic study, has been developed, which focuses on their ability to professional self-development and the formation of an acmesynergistic position, and the ways of its implementation in an institution of general secondary education have been outlined. The program is aimed at creating conditions for personal and professional growth in the institution of general secondary education and provides for the following areas of activity; assistance to teachers in identifying mental resources; assistance in mastering methods of self-diagnosis, methods and methods of professional self-improvement; technologies for changing personal traits and developing professionally significant qualities; development of the ability to overcome professional difficulties, increase the level of competence, as well as stimulation and motivation of teachers for professional self-development. The role of acmeological and coaching technologies in the formation of the acmesynergistic position of the teacher is revealed, which is focused on: self-knowledge and self-development of the teacher's personality; actualization and support of his personal and professional growth and self-development; transformation of the inner world, changes in the intellectual, emotional and behavioural spheres of the individual; focusing on the highest professional achievements.

ПРОБЛЕМА АКСІОЛОГІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ В НАУКОВИХ СТУДІЯХ

The article analyzes some aspects of axiologising the professional training of the future primary school teacher, presented in scientific studies. The problem of value orientation of higher pedagogical education, axiologising professional training of the future specialist, formation of his worldview position, value-targeted guidelines conceptualizing pedagogical activity, giving it meaning, integrity, universality and uniqueness is updated. The scientific discourse supports the opinion that the process of value formation of a future teacher at the stage of professional and pedagogical training involves a purposeful, systematic movement through cognition, value comprehension and evaluation to the creative transformation of knowledge, the formation of the ability for constant self-development and self-improvement, and the formed value orientations are the basis of formation value attitude of the individual to the future pedagogical activity. Attention is focused on defining the basic values of university education, which act at each stage of professionalization as moral imperatives and are the basis for self-organization and self-development of pedagogical activity, teacher-student interaction. An overview of the scientific ideas of the famous Ukrainian teacher, scientist O. Savchenko regarding values in the professional activity of a teacher, where, based on the idea that values characterize the socially and personally significant meanings of a teacher's professional activity, the addition of the theory and practice of the development of professional values of a teacher by filling new meanings of axiological concepts is emphasized, conclusions are made regarding the system- forming nature values in the activity of the teacher. It is summarized that positive changes in society indirectly depend on similar changes in the system of professional education, humanization of social life and humanization of education - on the axiological basis of the teacher, where the main criterion is his professional training from the standpoint of awareness of the realities of the modern world, axiological priorities as socially and personally significant meanings that actively stimulate the professional and pedagogical training of a modern primary school teacher in the conditions of personally oriented education.

От отзывчивости к самоорганизации: сопоставление подходов к ребенку в вальдорфской и «директивной» педагогике

Background. _e individual’s ability for self-development is the modern day priority in education. _e main prerequisite for the development of this ability is self-organization which is considered to be one of the future’s most in-demand competences. It seems necessary to study the conditions for its development at the initial stage — at preschool age, in particular, in a kindergarten, where children spend a signi`cant part of their lives. Objectives. _e study aims to explore the practices of educational systems as an environment to develop self-organization of preschool children at the Waldorf kindergarten with the educational programme “Beryozka” (V.K. Zagvozdkin, S.A. Trubitsyna), where independent and cooperatively-shared activity with an adult prevails (independent and cooperative activity — ICA) and at the most common kindergarten “From Birth to School” (N.E. Veraksa, T.S. Komarova, E.M. Dorofeeva), where activities organized by adults (AOA) predominate. Sample. _e study involved 28 normatively developed children from Moscow kindergartens aged from 6.4 to 7.2 years (13 girls and 15 boys). Half of the preschoolers were brought up in the groups of the Waldorf kindergarten operating under “Beryozka” programme, the other 14 children were from the kindergarten operating under the mass program “From Birth to School”. Method. To evaluate the development of self-organization in children, involved in diaerent educational programmes, a range of methods were used. _ese included structured observation, structured analysis of the programmes, questionnaire, and an experimental method for assessing the level of self-organization in preschoolers based on a modi`cation of the methodology for assessing educational activity (Repkina, Zaika, 1993) and on diagnosing the features of self-organization (Ishkov, 2011). Two diagnostic situations included novel productive activity in the “Sewing on buttons” technique with a demonstration as instruction and the outdoor game “Hoops and bags” with a verbal instruction. Statistical dataprocessing was carried out with the SPSS Statistics program. Results. _e level of children’s self-organization in diaerent educational systems varies signi`cantly according to both the overall assessment and individual criteria. _e group of independent and cooperatively-shared activities with an adult (ICAA) included twice as many highly self-organized children as the group with a predominance of classes and activities organized by an adult (AOA) (85.7/92.9% vs 42.8/50%). In the “Game with Task” test, the diaerences between children in the AOA and ICAA groups were more pronounced than in the “Productive Activity” test. _is stage showed that them ICAA group had a signi`cantly higher level of Goal Setting (100%) and Self-Control (78.6% and 92.9%), while in the AOA group about half of the children reached a high level in both tasks (Goal Setting 57.1% and 50%, Self-Control 57.1%). In the ICAA group, a high level of Planning was also noted in the majority of children (92.9%). At the same time, according to the criteria “Analysis of Situation” and “Correction”, in the AOA group, every `ch child (21.4%) showed low level, whereas no low level was registered in the ICAA group. Conclusion. _e educational process in the form of joint / free activity enhances the development of self-organization of preschoolers better than a tightly organized schedule of classes. Rhythmic alternation of concentration on the leading adult and independent activity allows the child to remain active longer and more consciously.

Formation of the Ability For Personal Self-Development in Future Education Learners

The article presents a study on the issues of personal and professional self-development in future higher education seekers. Based on theoretical analysis and systematic organization of scientific sources, the essential characteristics of the concepts of "personal and professional self-development" and "self-education" have been determined, and their interpretations by domestic and foreign researchers have been analyzed. The key role of personal and professional self-development of education seekers in the context of constant changes, digital technology transformation, and rapid adaptation of future professionals to professional activities has been highlighted. Various types of educational activities that contribute to purposeful formation of personal and professional self-development of education seekers have been identified: application of training methods (group discussions, role-playing games, case method, etc.); performance of professional-oriented tasks of varying complexity; completion of non-standard professional-oriented cases and assignments; organization of extracurricular work for education seekers, involving an individual approach to students. It has been established that practical activities aimed at self-regulation of behavior and self-improvement of professional and personal qualities are among the key conditions for the self-development of future professionals. A summary interpretation of the definition of "self-education" as a gnosiological tool for personal and professional self-development, which ensures the accumulation of cognitive resources, enhancement of knowledge, skills, and abilities, and formation of professional competence of professionals at all stages of professional development, has been provided. Promising methods of self-education that enable gnosiological activities aimed at acquiring knowledge about the profession, independent development of professional skills and abilities have been outlined. Through a survey of education seekers in pedagogical specialties, a study of the process of self-development of the future professional'spersonality has been conducted

Класифікація фортепіанних штрихів як теоретичний інструмент освоєння піанізму

The article reflects the results of studies of performing and pedagogical skills from the point of view of applying the theory of piano strokes. The essential content of the concept of “classification of piano strokes” is revealed, which is the theoretical basis for the professional competence of a teacher and performer for effective professional practice. The systemic structure of pianistic skill is highlighted, which is a set of natural properties of the hand. The main provisions of this system are used for successful activity both in performing and in the field of musical pedagogy. The analysis of the piano texture is carried out based on the fundamental elements of pianism, which serve as a practical basis for mastering a certain texture of works of any level of complexity, including elementary pieces for beginners. The author substantiates the methodological approaches to the formation of pianistic skills as professional tools of pedagogical skills of a piano teacher. A number of examples from the concert repertoire and pieces for beginners are characterized and analyzed, which combine common methodological approaches in the field of the formation of different elements of piano technique in appropriate cases of using the same piano strokes. The variety of methodological principles of the formation of pianistic skill is presented, in particular: the principle of classifying piano strokes that combine different textural presentations, which makes it possible to form pianistic training sequentially from the first touch to the instrument to mastering the texture of works of the highest professional level. The methodical system outlined by the author is based on the principle of a holistic approach to piano education, provides an effective form of using the natural motor capabilities of the hand; corresponds to the principle of methodological competence, which allows professional development of the future and novice piano teacher, methodically provides an effective educational process, and also forms the ability of self-development and improvement of pianistic skills.

THE FORMATION AND DEVELOPMENT ISSUE OF KEY PERSONAL COMPETENCIES IN THE PROCESS OF PROFESSIONAL EDUCATION

The research actualizes the need to transition the domestic theory and practice of professional education to the methodological support of the competence approach, which enables the integrity of various links of the system and its compliance with world and European standards. It expresses the social need for highly qualified specialists of a new type. They should have humanistic and humanitarian thinking, the ability for self-development and self-realization formed by professional culture, and the basics of communication in the chosen field.
 The specialists’ key competences, which are considered a mandatory result of each stage of professional education in any field and specialty, include the following: educational and cognitive competence (attitude and solving cognitive problems; productive and reproductive cognition, non-standard solutions; independence of cognitive activity; gaining knowledge from various sources of information; inclination to analytical activity, etc.); general cultural competence (the ability to navigate in the modern socio-cultural space; analysis and assessment of the achievements of ethnic, European and world science and culture; mastery of the means and technologies of intercultural interaction; appropriate use of speech skills and communication norms; self-education focused on the system of individual, national and universal human values; knowledge and implementation of models of tolerant behavior in conditions of socio-cultural diversity); social competence (knowledge of the functioning mechanisms of social institutions and one’s own place in them; designing one’s life strategies taking into account the interests of social groups served by the chosen profession; productive cooperation with work partners; mastering technologies for constructive conflict resolution); entrepreneurial competence (correlation of one’s own economic interests with the existing interests and needs of other people; organization of collective work in the conditions of market relations; design and evaluation of business plans in the industry); ICT competence (reception, processing, issuance of information; transformation of information by electronic means; mastery of mass media and multimedia technologies; computer literacy); communicative competence (ability to establish and maintain contacts with other people; opportunities to change the depth and circle of communication, to understand and be understandable to partners in professional circumstances).
 A conclusion has been made regarding the need to form key competencies as universal for all industries and specialties. The prospects of scientific research have been determined for each type of selected competency with clarification of the specifics of their display in specific subject-professional areas.

Vocational education teachers’ soft-competences: Assessment methodology and correlation analysis

Introduction. The main problem of the article lies in the search for optimal and objective principles and methods for assessing vocational education teachers’ soft-competencies, as well as valid diagnostic tools. The purpose of the article is to evaluate the vocational education teachers’ soft-competencies and to identify correlations between them. Materials and Methods. The research methodology is based on the principles of a competency-based approach to education (D. C. McClelland, A.-K. Koenen, F Dochy, W. Lambrechts, etc.). To assess the teachers’ soft-competencies, a set of diagnostic tools was developed and used during the pilot study from March 21 to July 17, 2022 (n=132), consisting of the following components: a motivational questionnaire; a business game (includes self-presentation, solution of a universal case, group discussion); a set of tests (for intelligence, an individual psychological questionnaire, etc.). The study applied a methodological approach to assessing the vocational education teachers’ soft-competencies with the help of the Assessment Center, which involves complex diagnostics, including both standardized tests, self-reports, cases, and observation of real behavior. The analysis of the results obtained was carried out using the methods of statistical (descriptive statistics, measures of data scatter, normal distribution) and correlation analysis (nonparametric correlation coefficient r-Spearman) using the IBM SPSS Statistics 24 software. Results. The findings show that the most developed soft-competencies include the ability for self-organization and self-development, as well as the ability to communicate. The remaining competencies are at the basic level and are used only within the framework of solving familiar, standard problems. Statistically significant positive correlations were found between the ability for systemic and critical thinking and the ability to communicate; between the readiness to become a leader in the educational community and the ability to communicate. Statistically significant negative correlation was found between the willingness to accept personal responsibility and the ability to communicate. Conclusions. Conclusions are drawn that there is a risk associated with the human resources potential of teachers in the vocational education system: soft-competencies are at the threshold level of development, and even with the potential for self-development formed, it will take time, additional development programs and systematic work to support vocational education teachers.

Cultural Foundations of Education in the Conditions of Society Digitalisation

The purpose of the work is to explore the cultural foundations of modern education in the context of digitalisation of all spheres of society. The research methodology is based on the application of a systemic approach, as well as analytical, cultural, and axiological methods, which allow a comprehensive consideration of the given issue and draw justified conclusions. The scientific novelty of the study consists in the generalisation of statements regarding the definition of the key role of cultural studies and culture at the current stage of education development, in particular in the context of digitalisation of society and all spheres of its life. It is substantiated that the culturological paradigm provides an understanding of pluralism in education; the relationship between education and culture is revealed, first of all, through a person, who is a systemic connecting link of the cultural and educational systems. Conclusions. Education as a social and cultural phenomenon is an integral part of the evolutionary development of mankind. The goal of education as a socio-cultural phenomenon is the reorientation of its cultural function, which should be a priority, to correspond to new trends of socio-cultural development, to focus on such cultural dominants of today’s world as anthropocentrism, humanism, democracy, spirituality, morality, variability, and integrativeness. This understanding of modern education corresponds to the trends and dynamics of modern culture, changes the nature of actions in the educational space, expanding the boundaries of its design. Awareness of the cultural foundations of education contributes to the creation of such an educational space where different cultures interact most fully, tolerance and respect are formed, there is an awareness that global culture consists of different cultures, the plurality of which creates its unique mosaic, providing the ability for self-development as a culture of humanity as a whole, as well as each of its components.
 Key words: cultural studies, cultural knowledge, education, digitalisation, cultural paradigm, creative personality, personal development.

ФАКТОРИ ВПЛИВУ НА ПРОФЕСІЙНИЙ РОЗВИТОК МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКО-МАТЕМАТИЧНИХ СПЕЦІАЛЬНОСТЕЙ

In the article, based on the analysis of normative and legal documents, psychological and pedagogical literature and scientific research, it is established that the professional development of teachers involves a continuous process of acquiring new and improving previously acquired professional and general competencies necessary for professional activity. According to the conducted research, it was found that the expectation of higher education applicants is related to the realization of their own potential. This indicates the ability for self-development in achieving acme through regular concentration of one's key desires, active efforts (actions) to realize them in order to achieve balance and harmony. Future teachers of physical and mathematical specialties approve of the quality of knowledge, methodical skills and stable moral relations on the part of teachers, which is projected on their attitude to the own specialty. The results of the study made it possible to single out the main factors influencing the professional development of future teachers of physical and mathematical specialties based on psychological and pedagogical training. External and internal positions were clearly defined, namely: external – interpersonal relations, nature of educational activity, educational and professional requirements; internal – individual characteristics, internal activity, need for self-improvement, readiness for psychological and pedagogical activity. It is stated that the effectiveness of the professional development of future teachers of physical and mathematical specialties can be significantly increased if psychological and pedagogical training is oriented towards achieving the optimal level of psychological and pedagogical competence (as a final result) and the appropriate organizational and pedagogical conditions for its implementation are provided: competence orientation of external and internal components of psychological and pedagogical training; updating the content of psychological and pedagogical training taking into account the peculiarities of the professional activity of teachers of vocational and technical education institutions and modern requirements; organization of acmeological influence and support in the process of psychological and pedagogical training of future teachers of physical and mathematical specialties. Key words: professional development, future teachers, factors of influence.

Readiness and Ability to Self-Development of Gifted Rural Schoolchildren

Introduction. The article examines the problem of the formation of readiness and ability for self-development among gifted rural schoolchildren as resource qualities of a personality that characterize the potential of its self-realization. The relevance of the problem is determined by the systematic nature of the support of gifted schoolchildren, which assumes consideration of the individual qualities of gifted subjects, the specifics of which, in this case, is determined by living in rural areas. One of the key tasks of systematic psychological and pedagogical support of gifted children and students in rural schools is to help them to know and understand themselves, to reveal their interests, abilities, to teach them to use the properties of their personality as internal resources for effective interaction in society, successful learning, self-realization and high achievements. Materials and Methods. The sample of subjects included 420 schoolchildren from eight rural schools of the Altai Territory. Among them, 49 people identified as gifted. The basic model for identifying the giftedness of schoolchildren was the three-factor model of J. Renzulli. To study the readiness for self-development, the ability to self-development and self-education, test methods and questionnaires were used. Results. It is empirically revealed that the majority of gifted rural schoolchildren has low readiness for self-development and has differences by gender: it is higher in boys than in girls. Among the schoolchildren with undiagnosed giftedness there are more of those who are ready for self-improvement, but not ready for self-knowledge. Intellectual characteristics are more pronounced in gifted boys than in gifted girls; creative characteristics are more pronounced in gifted girls than in gifted boys. Discussion and Conclusion. The results of the study open up new opportunities for the development of practical methods of psychological and pedagogical activity for the correction and prevention of the identified difficulties in the conditions of rural educational and cultural space. The materials of the article will be useful to the subjects of the educational space, engaged in system interaction in the effective development of the giftedness of children and youth.

Methodology of formation of cognitive independence of students

The task of Russian education today is the preparation of a highly qualifi ed specialist who is competent not only in the professional fi eld of activity, but also in related fi elds. He must also be an active, enterprising and independent person, ready for lifelong learning. This is important, since the success in the career of each person largely depends on his ability and desire for self-development and self-improvement.The problems of the formation of the cognitive independence of the student at the present stage of the development of society are investigated, the necessity and relevance of cognitive independence for the student is substantiated. The defi nitions of the concepts of “cognitive independence”, “self-education” are presented. Motives, forms of formation of independence are described, possible results of the formation of cognitive independence are indicated.The potential for self-education is considered as a leading and eff ective means of forming the cognitive readiness of a future specialist for professional activity. An attempt is made to name all the stages of the formation and development of the skill of the student’s cognitive independence.The stages of formation of readiness for professional self-education, components of educational strategies of self-education are singled out. The most important component of social and emotional learning is self-regulation. Self-regulation is the ability to control attention, thoughts and emotions. The conclusion is made about the need to form this skill in modern realities.