Conditions For Self-development Research Articles

FACTORS OF AN ACTIVE PERSONAL POSITION REGARDING PROFESSIONAL ADAPTATION IN THE MODERN LABOR MARKET

The article emphasizes that the respondents are insufficiently aware of the value of the personal role of the results of their own work, their own professional development, the level of their professionalization as factors of work efficiency and the professional activity of the work institution, which significantly affects the competitiveness of future specialists, the effectiveness of their work, success and self-realization in the modern labor market. In modern working conditions, in the conditions of market transformations, the problem of professional adaptation acquires special importance. Strictly speaking, this is a problem of ability, which is characterized, first of all, by the level of activity of a specialist in the implementation of outlined goals regarding professional choice in solving real problems and situations at the stage of professional formation and professional self-development in new conditions of activity. A condition for successful professional adaptation and self-realization of young people is persistent and intense work, first of all, in mastering modern personal and professional competencies, conditions for self-development, readiness for independent professional choice at all stages of professional development. The implementation of professional and pedagogical adaptation of the future specialist involves, first of all, the formation of an individual style of activity, provided that the selection of adaptive factors is carried out by analyzing the personal and professional potential of the future specialist, comparing the professional and personal orientations and capabilities of the individual, comparing them with the capabilities of the individual himself in relation to the realities of pedagogical activity in conditions of market changes.

ЖИТТЄСТІЙКІСТЬ ЯК АДАПТАЦІЙНИЙ РЕСУРС ОСОБИСТОСТІ У РЕАЛЬНОСТІ НЕВИЗНАЧЕНОСТІ ЖИТТЯ

Uncertainty and instability are two main things what we face every day in our new reality. Life-sustaining beliefs certainly influence the assessment of the situation because it is perceived as less traumatic due to its willingness to act actively and confidence in the ability to influence the situation. Theoretical substantiation and empirical research of the features of personality sustainability in critical living conditions became the purpose of this study. The significance of the hardiness of the person in today’s changing conditions (the creation of the basis of internal harmony, complete mental health and high capacity for life) has been established. The essence of hardiness as a resource for the adaptation of the individual in society has been revealed. As a result of the conducted research, it has been established that the general level of hardiness affects self-development, passion, optimism, and adaptability. It has been determined that the indicators of adaptation have positive significant relationships with all components of hardiness and its general indicator. It has been confirmed that “involvement” as a component of hardiness has significant relationships with emotional comfort and close to significant relationships with self-acceptance and internal control. It has been established that indicators of “risk acceptance” are inversely proportional to the indicator of maladaptation. Statistical analysis has proved that the indicator “control” is significantly positively correlated with the indicators: “conditions of self-development” and “optimism”. The higher the indicator of person’s hardiness, the more clearly expressed the indicators of self-acceptance and emotional comfort. It has been found that a medium level of hardiness contributes to the optimal experience of uncertain situations and includes the individual’s choice of coping strategies that allow him to face new challenges in his professional and personal life. Respondents with high indicators of hardiness have a high level of adaptation efficiency.

Strength preparedness of 6-7 years boys in artistic gymnastics: experience of using the game method

The article considers the effectiveness of using game method to increase the level of strength preparedness of 6-7 years boys. It is shown that children of this age due to the ontogenetic features of growing are characterized by increased motor activity and a strong need in it. It is highlighted that a game is one of the most important areas in the children’s life that in cooperation with activity, study, art and sports provides the necessary emotional conditions for a comprehensive, harmonious development of personality. For the teacher, it becomes a tool of education that allows to fully take into account the age characteristics of children and adolescents, to develop initiative, to create an atmosphere of freedom, independence, creativity and conditions for self-development. The game belongs to the traditional and esteemed methods of teaching and educating children of primary school age. The value of this method is that educational, developmental and upbringing functions are closely intertwined in during game activities. Game as a method of studying organizes, develops students, expands their cognitive abilities and educates the personality. It is highlighted that the game method involves the performance of motor actions in the game conditions within its characteristic rules the arsenal of technically-tactical intakes and situations. It is noted that in recent years, mobile games have become widely used as an effective tool in the training process due to the significant potential of the game method using in sports training. It is established that the using of the proposed games in the educational and training process of young gymnasts has increased the level of their strength preparedness.

ОСОБЕННОСТИ ПРОЦЕССА ПРОФЕССИОНАЛЬНО-ЛИЧНОСТНОГО РАЗВИТИЯ ПЕДАГОГОВ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

The relevance of the article is determined by the discrepancy between the educational needs of teachers of additional education and the proposed and existing technologies for their professional and personal development, which made it necessary to determine the modern content, effective forms, methods, conditions for self-development and self-organization of additional education specialists. The variety of methodological approaches to determining the content of a teacher's professional and personal development in conditions of modernizing the infrastructure of the additional education system also makes it difficult to determine the list of pedagogical competencies andconditions for their development. The professional and personal development of additional education teachers is considered as a system of processes that reveals the subjective potential of the individual associated with options for functions in the organization of additional education. As a result of the study of promising conceptual provisions and the analysis of scientific pedagogical literature in the format of studying the features of the process of professional and personal development of additional education teachers, the author clarified the content of the concept of “professional and personal development of additional education teachers”, in particular: this is a process of step-by-step solving cognitive, communicative, moral and ethical problems during self-education and reflection. Possibilities of professional and personal development of additional education teachers are considered. The article considers methodological approaches justifying the peculiarities of the process of professional and personal development of the additional education teacher. As a result of studying domestic psychological and pedagogical, scientific approaches to the “professional and personal development of additional education teachers” concept, the author identifies the essential characteristics of the phenomenon under consideration: focus on achieving the goal, possession of substantive knowledge, ways of selfdevelopment, self-diagnostics, self-esteem, information-communicative competence, reflection, knowledge of educational technologies of development and self-development of the person, creativity, social activity and responsibility. Two main areas of professional training are defined in the context of personnel management, personnel management of the educational organization: psychological and pedagogical direction, due to professional requirements for a teacher of additional education; social-subject direction providing the necessary level of mastery of knowledge, skills in profiles (directions) of additional education programs. Priority activities affecting the effectiveness of professional and personal development of additional education teachers are described; selfformation and reflection mechanisms are defined.

Model of University's Career Guidance Activities within the Context of Lifelong Learning

In the 21st century, human capital has become the most important factor for the development of society. Human capital contributes to enhancing the position of Russia in global economy. Nowadays, education is an investment which provides the scale and quality of the economic growth, the prosperity of the country and every person in particular. Unfortunately, the formal educational potential of the Russian population is not used to its full. Therefore, the role of universities in our country is reconsidered; they are becoming the drivers of the growth in the economy and regional centers of innovations. At the same time, apart from education and science, the universities are responsible for the third social mission, a global trend with local characteristics. Having a huge intellectual potential, the University is able to influence individual regional processes. The authors consider the generation of relevant ideas for the development of continuing education as the most important and unique mission of higher education to shape the future of each child, create conditions for self-development of the individual, its career tracks that ensure continuity, identification and support of giftedness.

Foreign Language Learning at a Technical University in the Modern Period

Abstract
 Introduction. The article is devoted to the problems of the foreign language learning at a technical university. The theoretical importance of the research is in the analysis of the existing language learning system at a technical university in light of a modern engineer’s professional activity model’s change. Grounding of certain corrections in the language learning system also provides the theoretical importance of the research. The practical importance of our research is in the modification of the existing language learning system based on the environmental and activity approaches.
 Materials and Methods. While carrying out the research we used a complex of methods; that is: literature analysis, empiric and praxymetric methods, and a modeling method.
 Results. 4 main types of an engineer’s professional activity are defined in the engineer’s activity model. These types correspond to the main activity types by M.S. Kagan’s concept – value-motivating, cognitive, reorganizing and communicative activities. An engineer’s activity results analysis led to discovering new features in the engineer’s personality structure lying in the communicative competence role increase. It was also found out that successfulness becomes a link between value-motivating and communicative activities. Consequently, we have made a conclusion on the increasing demands to the students’, masters’, post-graduates’ and academic researches’ language proficiency. Foreign language proficiency should provide for the ability to participate in the international conferences, to attend foreign professors’ lectures, and to take part in the students’ exchange programs. All of the above presupposes rather high foreign language proficiency and requires a foreign language learning system creation. The authors analyzed language learning courses at a technical university and carried out a post-graduates’ survey. As a result, lack of syllabuses being able to fill in the gaps in language proficiency and to support speech skills was found out. Basing on the conclusions mentioned above an extra multi-purpose and multi-level structure syllabus was worked out. This syllabus allowed to solve the existing programs, to increase foreign language learning and general learning motivation, to create conditions for self-development and self-realization in the professional activity. The article also describes in detail a foreign language learning system developed by the Department of Foreign Languages and Russian as a Second Language in the general learning environment of a technical university, which acquires for the modernization and reaching the education level corresponding to the leading universities’ level.
 Conclusion. The learning environment created by the Department of Foreign Languages and Russian as a Second Language of Samara National Research University named after academician S.P. Korolyov and including a compulsory language learning system and a system of extra language learning courses provides for the students’ individual needs in foreign language proficiency satisfaction at various levels. It also provides for their intellectual and moral self-development.

ПЕДАГОГІЧНІ УМОВИ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ЗАСОБАМИ ХМАРНИХ СЕРВІСІВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

Due to the introduction of information technologies into education, new opportunities have emerged for the individualization and differentiation of the educational process, focused on the development of critical thinking and effective organization of cognitive activities in students. Special attention should be paid to information and communication technologies as one of the effective means for interactive learning. The article considers the pedagogical conditions of training the future elementary school teachers through cloud technologies. Cloud technologies are considered as data processing technologies in which computer resources are provided to the Internet user as on-line services. One of the ways to ensure the effectiveness of e-learning is producing and application of e-learning resources developed on the basis of up-to-date information and communication technologies posted on educational servers or other file servers of the global Internet, with the possibility of permanent remote access to the data. The article presents an experimental verification, in accordance with the proposed pedagogical conditions, the effectiveness of cloud technologies in the training future elementary school teachers. We state that as a result of the application of cloud technologies in the educational process of higher educational institutions, the level of the students’ knowledge has improved. The application of these technologies and methods qualitatively changes the educational process, provides, intensifies educational activities of future elementary school teachers, provides the necessary conditions for self-development and the ability to continuously develop professional knowledge and apply it in their future profession. Cloud technologies open a free access to their stored materials and documents; application of video and audio files directly from the Internet (without additional downloading to the computer); conducting on-line lessons, trainings, round tables; new opportunities for research organization, project activities; organization of on-line lessons, webinars, integrated practical classes, laboratory work; on-line communication with students of other educational institutions of Ukraine and other countries.

Młodzież i jej obecność w przestrzeni cyfrowej w kontekście budowania tożsamości

The text focuses on presenting the issues related to the process of young people’s building and developing identities and on underlining the impact of a broadly understood technology on this process. The very concept of identity, subject to many approaches and theories, is also discussed. The text draws attention to the school and the teacher as elements whose task should be to help students to cope with the challenges that today’s (postmodern) world presents to young people. The goal is to enable the best conditions for self-development and building a stable and mature identity in an ever-changing environment. Technology is not seen only as a threat to man and his identity. However, the lack of a solid theoretical basis, regarding the impact of technology on identity building and preparation of appropriate preventive behavior, increases the risk of a negative impact of technology. The authors of the text strongly believe that changing the paradigm of human behavior can bring about beneficial effects on humanity, on the environment and on the entire planet.

ПСИХОЛОГІЧНІ РЕСУРСИ ОСОБИСТІСНОГО САМОРОЗВИТКУ ОСОБИСТОСТІ

Актуальність дослідження обумовлена нагальною потребою у вивчення ролі психологічних ресурсів у саморозвитку особистості. Мета дослідження – виявити зв'язок між психологічними ресурсами та саморозвитком особистості. Вибірка і методи дослідження. Вибірку досліджуваних склали 366 осіб. У дослідженні було застосовано 1) опитувальник психологічної ресурсності особистості О.С. Штепи; 2) опитувальник «Екзистенційні ресурси особистості» (І. В. Бринза, О. Ю. Рязанцева); 3) методика дослідження саморозвитку особистості С.Б. Кузікової та Б.О. Кузікова. Результати. У результаті факторного аналізу було визначено шість компонентів психологічних ресурсів: ресурси самовдосконалення у діяльності, екзистенційні ресурси, морально-етичні ресурси, альтруїстичні ресурси, ресурси асертивності та креативності. Виявлено низку кореляцій між психологічними ресурсами та особливостями саморозвитку особистості. Висновки. Саморозвиток є прагненням та здатністю особистості до самовдосконалення та саморелізації, спрямованість на Я-ідеальне, що забезпечується процесами самопізнання та самоствердження у соціумі. Отримана у дослідженні факторна структура психологічної ресурсності представлена шістьома компонентами: ресурси самовдосконалення у діяльності як вміння самореалізуватись та досягати успіху у професії, екзистенційні ресурси як здатність набувати людиною сенсу життя, ресурси асертивності як впевнена та відповідальна поведінка, морально-етичні та альтруїстичні ресурси як добропорядна поведінка та доброзичливе ставлення до інших, ресурси креативності як схильність до творчості та прагнення до мудрості у житті. Визначено статистично значущі зв’язки між ресурсами прагнення до самовдосконалення у діяльності та потребою у саморозвитку, умовами саморозвитку та механізмами саморозвитку. Визначено, що ресурси асертивності та ресурси креативності позитивно пов’язані з потребою у саморозвитку. Ресурси прагнення до самовдосконалення у діяльності та альтруїстичні ресурси передбачають високу міру розвитку суб’єктивної оцінки умов саморозвитку. Існують кореляції між ресурсами прагнення до самовдосконалення у діяльності, екзистенційними ресурсами, ресурсами асертивності та морально-етичними ресурсами з механізмами саморозвитку як функціональними засобами саморозвитку. Низка отриманих зв’язків доводить позитивну взаємообумовленість між психологічними ресурсами самовдосокналення, екзистенційної осмисленості життя, альтруїзму, морально-етичної поведінки та креативності та потребою у саморозвитку, високою оцінкою власних умов саморозвитку як сприятливих та оволодінням механізмами саморозвитку.

The Mechanism of the Development of Social Protection of Women in the Context of Domestic Violence

True equality of rights and freedoms can be found only on the basis of recognition of the value of each person, creation of stable conditions for self-development of the human intellect, the most complete realization of his creative potential and creative abilities, the comprehensive disclosure of essential forces and talents, which will ensure everyone's full contribution to the development of society. The transition of many countries to the information society - a society of intelligence, knowledge and thinking - creates basic opportunities for self-development and self-realization for every person. The need to adopt a gender strategy is determined by social problems caused by socio-economic and political transformations in Russia. Along with the opening of new prospects for the widespread use of human abilities, people are required to have high adaptive capabilities, which differ significantly between men and women. This article was written with the aim of developing a mechanism for the social protection of women in the context of gender-based violence. The following tasks are defined in the article: how to identify and justify the significance of the physiological premises of gender inequality; show the immanent essence of gender. inequalities in the history of the peoples of the world; to consider the dynamics of relations of inequality between the sexes; show the essence of violence as manifestations of gender inequality; develop a classification and analyze the types of gender-based violence; to explore the manifestation of gender-based violence in modern society. The article consists of from introduction, literature survey, methodology, recommendation, discussions, and conclusion.

PEDAGOGICAL ASPECTS IMPLEMENTATION PERSONALLY ORIENTED APPROACH WHILE PREPARING TEACHERS FUTURE TECHNOLOGIES

The pedagogical aspects of the implementation of the personality oriented approach in training future technology teachers are considered. The theoretical analysis of scientific studies in the area of professional training of the future teacher, the technology teacher in particular, is carried out. The dictionary interpretation of the personality oriented approach is analyzed. The study of the substantiation of this method in scientific works has been carried out. The main positions for understanding of the essence of personality oriented education are outlined, namely ensuring the disclosure of the individuality of each student, his abilities, inclinations, interests, value orientations and subjective experience; Realization of the educational process taking into account personal abilities of students; Creation of conditions for self-development, self-expression and self-improvement of future specialists; Deeper, holistic understanding of the student's personality in the educational process. The features of personality oriented education are determined. The emphasis is made on the principle of natural conformity as the basic principle of personality oriented education. There have been determined the basic tasks and the initial provisions of the construction of the personality oriented system of education, which envisages the creation of a suitable educational environment, democratization of the teacher-student relations, as well as the activation of each student in order to develop his personal and professional abilities and qualities, strengthening his subjective functions. The criteria of effective organization of personality oriented education are outlined. The approaches of personality oriented education, namely individual, social-psychological, age, activity, system-psychological, multilevel, differentiated and subjective-personal, are defined. There have been highlighted the main methodical components of the personality oriented training, observance of which ensures the effectiveness of the approach. There have also been highlighted the most significant conditions of its implementation in training future technology teachers. It is determined that the effectiveness of personality oriented education depends to a large extent on the readiness of future teachers to implement it and to develop their creativity, creative initiative, and establish the need to search for them. The most significant conditions for the implementation of the person-centered approach in training future technology teachers are singled out. The methodical principles of the realization of the personality oriented approach in the process of professional training of future technology teachers are specified.

Theoretical Training of Modern School Teacher in Poland and Ukraine

The article presents the humanization and democratization of the educational process ofvocational and educational training teachers Ukraine, implementation of new educationaltechnologies, finding the most optimal conceptual approaches to the development of nationalpedagogy cause growth of scientific and practical interest to study the experience of secondary andhigher education, including the Republic of Poland. European requirements for teacher training,the quality of their professional qualifications and competencies, professional development ofteachers - is the most pressing issue of training teachers in Europe. Polish scientists activelyworking on finding optimal ways of improving training of primary school teachers in highereducation. The most important industrial and educational and developmental functions performedby primary school teacher in the Ukraine, is a professional and personal self-help that improve theprofessional competence and pedagogical skills through personal and professional selfdevelopment, creating conditions for self-development and self-disclosure by the child selfdevelopment technologies and techniques.