Continuous Self-development Research Articles

Зміст професійно-мобілізаційної компетентності майбутніх соціальних працівників

The topicalty of the problem dealing with the professional mobilization competence is determined by professional requirements to the professional training intended for the future social workers. It provides readiness for permanent improvement of professional competence and discloses future specialist’s personal reserves, we mean hidden internal potentials which contribute to the ability to mobilize the efforts aimed at continuous professional and self-development. The purpose of the article is to determine the nature and structure of the phenomenon called «professional mobilization competence of a social worker» as well as to identify the pedagogical conditions facilitating its development. A set of methods was used to solve the assigned tasks: theoretical methods: the analysis of psychological and pedagogical theory and practice of higher social and pedagogical education, the analysis of personal teaching activity and higher education standards in the specialty 231 «Social Work»; empirical methods: diagnostic, observational. It’s been determined that the professional mobilization competence is interpreted as a complex integrated quality of an individual which allows conscious and effective implementation of his / her own strategy aimed at solving specialized tasks and practical problems related to the social sphere or to the educational process. The structure of the professional mobilization competence comprises a set of these components: personal mobilization, state of preparedness, individual potential. The conditions providing the development of the professional mobilization competence have been determined: deep rethinking of the existing personal qualities and improvement of the other ones which are necessary for successful professional activity under the new changed conditions of existence, awareness at the level of beliefs in the individual potential within the training. Keywords: professional mobilization competence, personal mobilization, individual potential.

An Approach to Continuous Leader Self-Development: Testing Individual and Organizational Factors

Leader self-development is a self-directed approach to developing relevant intrapersonal skills and abilities such as self-awareness, and self-regulation. Past research has proposed that this form ...

Просвітницька спрямованість вокальної підготовки майбутнього вчителя музичного мистецтва

The article presents modern scientific approaches and principles of forming a creative personality of the future teacher of music. On the basis of the systematic analysis ofacademic literature, it is determined that the main feature of a creative personality is the individual psychological peculiarities that correspond to the requirements of creative process and its successful implementation. Therefore, the leading task for higher pedagogical educational institutions is the formation of the students’ professional competencies, which manifest themselves in their ability to think originally, express their thoughts, and find extraordinary solutions in difficult situations. In this connection, it is noted that the development of a creative individuality is a systematic quality that integrates various components of its functioning in musical and pedagogical activities. It is based on existential, humane, aesthetic, and cultural scientific approaches, since it lies precisely in the aspects of the identified phenomenon that they influence the dynamics of its development in the process of professional education. Formation of a creative personality of the future teacher of music should also presuppose the principles of cultural and musical orientation of the educational process in the piano class; ensuring continuity of artistic and creative development of students during studying; stimulating their own artistic and creative activity and autonomy, unity of potential and relevant in the development of creative individuality of students. Organized in this way, learning becomes a process of self-determination, free self-realization and continuous self-development of the student, manifested in various forms of their work. It is emphasized that the abovementioned learning process should be based on Ukrainian national artistic heritage, the theoretical foundations of Ukrainian pedagogy, as well as studying the experience of past generations of artists.

Сучасні напрямки формування творчої індивідуальності майбутнього педагога-музиканта в умовах фортепіанного навчання

The article presents modern scientific approaches and principles of forming a creative personality of the future teacher of music. On the basis of the systematic analysis ofacademic literature, it is determined that the main feature of a creative personality is the individual psychological peculiarities that correspond to the requirements of creative process and its successful implementation. Therefore, the leading task for higher pedagogical educational institutions is the formation of the students’ professional competencies, which manifest themselves in their ability to think originally, express their thoughts, and find extraordinary solutions in difficult situations. In this connection, it is noted that the development of a creative individuality is a systematic quality that integrates various components of its functioning in musical and pedagogical activities. It is based on existential, humane, aesthetic, and cultural scientific approaches, since it lies precisely in the aspects of the identified phenomenon that they influence the dynamics of its development in the process of professional education. Formation of a creative personality of the future teacher of music should also presuppose the principles of cultural and musical orientation of the educational process in the piano class; ensuring continuity of artistic and creative development of students during studying; stimulating their own artistic and creative activity and autonomy, unity of potential and relevant in the development of creative individuality of students. Organized in this way, learning becomes a process of self-determination, free self-realization and continuous self-development of the student, manifested in various forms of their work. It is emphasized that the abovementioned learning process should be based on Ukrainian national artistic heritage, the theoretical foundations of Ukrainian pedagogy, as well as studying the experience of past generations of artists.

ORGANIZATION OF STUDENT-CENTERED TRAINING IN THE SYSTEM OF ADDITIONAL EDUCATION OF ADULTS

The article presents one of the modern trends in the development of the education system - the organization of student-centered training. Extrapolation of this type of training into the system of additional education of adults will allow to prepare a specialist with modern thinking, focused on innovation, continuous self-development. The purpose of the research is to explore the possibilities of implementing student-centered training tools into the practice of realization retraining programs for educational specialists. Research methods: a theoretical analysis of the essence of the concept of “student-centered training”, analysis of the characteristics of adult education, experimental work on testing methods of student-centered training in the system of additional education of adults. The main results of the research: methods of student-centered training of adults have been adapted to the specifics of organizing retraining programs, conditions for organizing student-centered training in institutions of additional education of adults have been identified, methodical recommendations have been developed. The use of these recommendations will optimize the implementation of retraining programs for education specialists.

STRATEGI BIMBINGAN KARIR MENGGUNAKAN LAYANAN KLASIKAL UNTUK MENINGKATKAN PEMAHAMAN PERENCANAAN PEMILIHAN SEKOLAH LANJUTAN SISWA SMP : EXPERIMENTAL DESIGN

Career guidance focuses on life planning, a process of continuous self-development in helping students with career planning. The counselor has a big enough role in helping to provide an understanding of career planning from an early age. One of the services that can be provided by counselors is classical services, which focus on providing information in a systematic and comprehensive manner. The subjects of this study were determined using a purposive sampling technique using the experimental research method of the One-Group Pretest-Posttest design. The data collection instrument used multiple-choice tests. The data obtained were analyzed quantitatively by using the t-test. The results showed that after being given the treatment there was a significant change in the understanding of career planning in class VIII students at SMP Negeri 1 Palembang

Features of Forming Students’ Reflective Position While Studying Mathematics at University by Means of Information and Communication Technologies

Modern professional education takes into account the didactic potential of disciplines and modern educational technologies while searching, developing and implementing new resources and mechanisms in the process of preparing a competitive creative personality with the need for continuous self-improvement and self-development. Studying and analyzing the multicomponent composition of professional training, researchers note the pedagogical potential of information and communication technologies and mathematical disciplines as well as skills of self-determination, self-organization and reflection in the process of forming professional competence. Thus, the purpose of the article is to study features of forming students’ reflective position while studying mathematics at university by means of information and communication technologies. The leading method is the design of a methodical system for teaching mathematics at university, including didactic tools which contribute to increasing students’ interest to the subject, as well as the development of skills in self-determination, self-organization and self-analysis. As a result of the research, the authors of the article defined the didactic potential of information and communication technologies in the process of forming students’ reflective position while studying mathematics. They pointed out methodical aspects of including various forms of interaction of subjects of the educational process while studying mathematics at university through the use of information and communication technologies. Moreover, the authors developed the method “I am learning myself” in order to form students’ reflective position.

Professional development of education managers in modern reality: psychological resources and risks

The article shows the importance of human capital development in the field of management for the effective solution of the problems of modernization of modern education. This article is aimed at identifying specific resources and risks that are reflected in the process of professional development of the Manager today. For the successful activity of the Manager in the field of education, it is important to update his motivation for growth and competence, complex reflection of clusters of individual risks and resources, focus on continuous self-development. The article studies and describes the content characteristics of managers ’ ideas about psychological factors that can facilitate or block professional and personal growth. The attention is focused on the role of the education Manager in ensuring effective activity, the level of subjective control, which reflects the degree of internality, autonomy and responsibility for management decisions and the nature of professional activity. It is emphasized that the role of subjective control of the Manager increases in the context of risks of modernization of the modern educational system. Levels of acceptance of information on own resources and risks as bases of modeling of further development are revealed.

Роль аутодидактических процессов в художественно-творческом саморазвитии студентов-музыкантов

The Central task of modern professional education is the formation of students’ readiness for self-education, self-development. Autodidactic processes are of direct relevance to the solution of this problem, which, acting as the basis for independent educational and cognitive activity, help students overcome the difficulties of self-development, contribute to the activation of creative potential (“self” processes), and allow them to become the subject of their own development. The article reveals the nature of musical art, which opens up opportunities for the development of semantic aspects of reality from the standpoint of creativity and continuous self-development; highlights the structure of artistic and creative self-development, which includes three levels – professional and value self-determination; artistic and creative self-perfection; artistic and creative self-actualization; the basic strategy of artistic and creative self-development of students-musicians, which is a harmonious combination of adaptive (conformal) and non-adaptive (creative) types of activity with a gradual predominance of creative activity. Special attention is paid to the components of artistic and creative self-development, which, representing the facets of one process, complement and enrich each other.

The workbook “Adaptation in the labor market”: development and use in training bachelor students

The experience of development and use of the workbook “Adaptation in the labor market” as a mechanism to increase the effectiveness of independent work of bachelor students is described. The workbook used for extracurricular and classroom activities allows students to form required competencies, individualizes and differentiates the learning process, motivates the self-development and self-education, develops reflection skills and creative abilities. As a result of mastering the discipline “Adaptation in the labor market” using the workbook, students develop clearer ideas about requirements of the modern labor market, professional environment, the need for continuous self-development and self-education, which positively affects their readiness for professional activities and labor functions that meet the requirements of a modern employer

The Experience of Self-regulation as the Basis for the Music Students’ Successful Training

The contemporary system of specialists’ professional training in the field of Musical Art as a priority task puts forward the training of a specialist capable of continuous self-development and self-improvement. Nowadays the demand for professional qualities is largely based on individual self-regulation mechanisms’ activation. Thus, the study of pedagogical conditions’ organization that will favour the development of student autonomy in educational, artistic and creative activities, as well as encourage future professionals to continuous self-development and self-improvement, is determined by the practical needs of a contemporary system of training specialists in the field of Musical Art. The comprehensive study of self-regulation mechanisms in specific types of human activity is the scientific basis that enables the solution of the strategic tasks of the contemporary educational system. Therefore, the increase of the effectiveness of the future musicians training through the creation of pedagogical conditions aimed at the development of professional skills and skills of self-regulation during the term of studying at a higher educational establishment, which is the purpose of our research, needs systematization of the data available related to the musical performance and educational activity in the coordinates of acquiring of individual self-regulation experience on the part of a personality. The logic of achieving this goal led to the choice of research methods: the critical analysis of scientific and methodological literature on the problem (to identify the degree of development and prospects for further exploration), methods of systematization and analogy (to identify specific features of self-regulation of musical performance in comparison with other activities), method of abstraction and modeling (for studying the structure of the phenomenon under investigation as an integrative entity, combining the components of the experience of the individual with the structural and the links of self-regulation as a process).Depending on the type of activity and the conditions for its implementation, the self-regulation is realized by means of various mental methods, and the self-regulation skills of a certain type of activity forming the experience of specialist self-regulation, which has a unique structure that reflects the essential features of the professional activity type and the self-regulation individual of this activity.Since a personal entity formed as a result of the numerical strategies implementation for the achievement of a professionally significant goal, the experience of music students’ self-regulation is a complex phenomenon that reflects the structural elements of self-regulation both as a process and structure of personal experience of the individual, on the one hand, and a result and basis of his professional activity, on the other hand, which is fixed in the system of knowledge, skills, emotional and value attitudes.Conclusions. The process of gaining self-regulation experience in the frameworks of musical art is viewed as a process of the personality’s entering into the spiritual universe of universal culture, is the basis and result of a professional self-actualization of a musician. Specific features of musical performance should be taken into account while creating pedagogical conditions for the formation of the student self-regulation experience.

Technological Features of Meta-Subject Expertise Development in Mathematical Education of Secondary School Students of 5<sup>th</sup> Grades

The relevance of the research lies in the necessity to cultivate the development of the person who can adapt to conditions of education, response proportionally to changes in the structure and content of educational processes and always be ready for continuous self-development. This research can be performed even at a school educational process using the traditional curriculum and subjects, namely mathematics, in case an educational process is aimed at the achievement of high results in the matter, personal and meta-subject aspects. The modern educational process during mathematics lessons according to the federal standard regulations and recommendations from the Concept of mathematical education development of the Russian Federation has to be aimed at the development of meta-subject skills. This can be provided in case if the meta-subject expertise development technology is applied which helps boost a student’s potential of acquiring meta-subject, personal and subject educational results supplied that mathematics stayed integral and connected with other educational spheres. The article contains reasonable details of the technology, such as the structure and aims of educational processes among pupils for further development of their meta-subject expertise in mathematics. Also, a sophisticated diagnostic programme of tracing of meta-subject learning results dynamics in mathematics among secondary school students of 5th grades aged 11-12 years is introduced. The results of the conducted research indicate that the development of the meta-subject expertise by computation among pupils of the secondary school makes it possible to arrange a more effective educational process to achieve high meta-subject results.

대학 내 스포츠센터의 효율적 운영을 위한 이용자의 만족도와 저해요인 분석

The purpose of this study was to investigate satisfaction and negatively affecting factors about usage with members registered for effective management of sports center within campus and to suggest not only a planning and strategies for management promotion but also a basic information for manager of sports center within campus. To do this, the survey was administrated to 377 members who registered in sports centers within university in B Metropolitan City. Considering the results obtained through frequency analysis and One-way ANOVA, the findings as below was demonstrated. First, when satisfaction difference according to demographic characteristics was identified, there was statistically significant difference on leader between gender, and also on leader, program, and facilities between age. In addition, there was statistically significant difference on leader and facilities between job, on leader and program between schooling levels, and also on leader, program, and facilities between income levels. Second, when satisfaction difference according to use behavior was identified, there was statistically significant difference on leader and program between usage frequency, and also on only leader between service hours, types of program provided, and participation behavior. Based on this findings, this current study intended to suggest intervention of promotion and improvement as follows. First, programs which everybody, people of all ages could enjoy should be constructed and determined, additionally ensuring profitability and popularity as well as ensuring programs differentiated depending on ages. Second, For the efficient operation of sports centers within universities, managers should consider their respective strengths and weaknesses, devise operational plans, and induce continuous self-development by leaders. Third, sports center within campus should aim to harmony and balance between publicity and profitability and benchmark effective management policy and various profitable model to fit environmental factors. Ultimately sports center within campus should try to seek and design new strategies with various approaches such as relationship establishment with communal society.

Formation of Pedagogical Experience that Reflects Students as a Basis of Continuous Self-Development in a Future Teaching Profession

Formation of Pedagogical Experience that Reflects Students as a Basis of Continuous Self-Development in a Future Teaching Profession

THE ROLE OF EDUCATIONAL TECHNOLOGIES IN THE PROCESS OF PROFESSIONALLY-ORIENTED FOREIGN LANGUAGES TEACHING

MAKSIMUK Lar y sa – Candidate of Pedagogical Sciences, A ssociate P rofessor of the Foreign Languages Department, Brest State University named after A.S. Pushkin , bvd. Kosmonavtov, 21, Brest, 224016, Belarus ( flk@brsu.brest.by ) ORCID: https://orcid.org/0000-0002-8163-0842 ResearcherID: http://www.researcherid.com/rid/K-9760-2018 LEVONYUK Lilia – senior lecturer of the Foreign Languages Department, Brest State University named after A.S. Pushkin , bvd. Kosmonavtov, 21, Brest, 224016, Belarus ( flk@ brsu.brest.by ) ORCID: https://orcid.org/ 0000-0002-1560-2747 ResearcherID: http://www.researcherid.com/rid/K-4500-2018 DOI: https://doi.org/10.24919/2313-2094.7/39.140936 To cite this article: Maksimuk, L., & Levonyuk, L. (2018). The role of educational technologies in the process of professionally-oriented foreign languages teaching. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 7/39, 185‒199. doi: 10.24919/2313-2094.7/39.140936 [in English]. Article history Received: 25 March 2018 Received in revised form: 15 May 2018 Accepted: 10 July 2018 Available online: 12 September 2018 Abstract. The article is dedicated to the issues of organization of productive educational activities in foreign language teaching at non-linguistic specialties of the university with the purpose of more successful development of students’ professional foreign language communication skills and ultimate improvement of the quality of foreign language training of future specialists. It is pointed out that the improvement of the pedagogical process and its components is directly connected with the innovative activity of the teacher. One of the most important components of pedagogical process is educational technology as a system of forms, methods and means of instruction that ensure the most effective achievement of the goals set. As the article shows the use of effective educational technologies, the integration of educational process and scientific activities and the involvement of students in it, the individualization of education and upbringing, the continuous self-development and self-realization of students in educational process are the basis for ensuring a perfect quality of higher education. The article focuses on the use of different innovative educational technologies and methods in the process of foreign languages teaching, namely: communicative method, role-play game and project technologies as well as computer multimedia programs. The main object of communicative method is speech itself, that is, this technique first of all teaches students to communicate in everyday situations as well as in the situations connected with their future professional activity. A role-play game contributes not only to the formation of a professional communicative competence in a foreign language of future specialists, but also fulfills the educational function of uniting a student group. Project technologies, as the practical application proves, play an important role in the organization of independent student learning activities, since joint work on the project leads to the transfer of knowledge, stimulates independent productive activity, identifies and develops the creative abilities of each student. And, finally, the use of computer multimedia programs, gives the possibility to create a natural language environment during foreign language classes and, thereby, carry out successfully productive training of foreign language speech activity. Thus, the practical application of the results of the conducted research allows making a conclusion that purposeful and systematic use of innovative pedagogical technologies in the educational process helps to form the basic structural components of students’ speech activity in a foreign language. Acknowledgments. Sincere thanks to pedagogical staff at the Foreign Languages Department of Brest State University named after A.S. Pushkin. Funding. The author received no financial support for the research and publication of this article.

Віртуальне навчання як головний вектор нової інформаційної епохи

Використання теxнологій віpтуальної pеальності в oсвіті спричинило пoяву вiртуального оcвітнього cередовища, в pамках якoго мoжна здійснювати бeзперервну сaмореалізацію та cаморозвиток вiльної, aктивної та твоpчої оcобистості зa yмов oрганізації і фyнкціонування відкритих oсвітніх cистем нa основі теxнологій віpтуальної рeальності. В oсвітньому пpоцесі домінує iнтерактивне cамонавчання зa нaявності пoстійного звoротного зв’язкy в cистемі «виклaдач-cтудент», a oрганізація сaмостійної pоботи cпрямована на pозвиток умінь твoрчості, пiзнавальної діяльності та cистемності миcлення cуб’єктів нaвчання. Вaжливими компонентами є зaбезпечення дoцільності нaвчання зa рaхунок дoтримання прiоритету нaвчання пеpед виклaданням; передавання дiяльністного типy нaвчання; оpганізації сaмостійної нaвчальної дiяльності; пiдвищення мoтивації нaвчання зa дoпомогою викoристання зaсобів кoмплексного пpедставлення тa мaніпулювання aудіовізуальною iнформацією; пiдвищення pівня eмоційного cприйняття iнформації тa фоpмування навичок pеалізовувати pізні фoрми сaмостійної дiяльності щoдо oбробки та аналізу iнформації. Віpтуальне оcвітнє cередовище є типoвим твoрчим cередовищем cаморозвитку відкритої тa aктивної людини, якiй притаманна активність, виcока cамооцінка, воля, a тaкож cвобода мiркувань. Переважаючим y віpтуальному oсвітньому cередовищі є мeтод iнтeрактивного сaмонавчання iз пoстійною спiвпрацею сyб’єктів виклaдання тa сyб’єктів нaвчання зa yмови присутності бeзперервних звoротних зв’язкiв мiж ними.

FORMATION OF THE PEDAGOGICAL MASTERS OF THE TEACHER IN THE CONTEXT OF A PERSONALIZED ORIENTED APPROACH

The article deals with the features of learner-centered education at the university focused on the effective management of learning and educational process. This technology is based on varied forms of pedagogical influence, diagnosis and self-diagnosis of levels of students’ professional training and it involves forming and updating pedagogical skills of the students’ as active subjects of educational process and the following continuous self-development. Teacher training is now regarded as the process of becoming his personality, the development of general and vocational pedagogical culture and the formation of the foundations of pedagogical mastery. On the foundation of research of methodological and psychological and pedagogical bases of professional training of teachers, as well as theoretical and practical aspects of pedagogical education, the content and structure of the scientific concept "pedagogical mastery" are analyzed. Pedagogical mastery is a higher degree of pedagogical activity, which is manifested in the creativity of the teacher, the constant improvement of the art of teaching, upbringing and development of pupils.Tasks of universities in relation to the formation and development of pedagogical skills of future teachers and improvement of teachers-practitioners in the context of the tasks of the new Law of Ukraine "On Education" – to form professional qualities in them: scientific outlook, moral consciousness, aesthetic views; emotional-sensory, intellectual and volitional activity; psychophysiological readiness; pedagogical cycle, style and manner of behavior; possession of relevant psychological and pedagogical knowledge, the ability to organize educational work, educational activities, participate in research work, creative pedagogical search for the formation of key competencies of pupils; the ability to continuous self-improvement. The optimization of future teachers' training aimed at further research of scientifically grounded changes in the organizational structure of the management of the educational process, its forms and methods, which should be applied in the process of reforming higher education and teacher education system.

АКМЕПРОФЕСІОГЕНЕЗ ПЕДАГОГА НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ В СУСПІЛЬСТВІ ЗНАНЬ

Under the Concept «New Ukrainian School» implementation, the educational community received creative modernization challenges, in which the social and professional mission of the teacher changes in the context of European professionalism, while preserving the best mental Ukrainian characteristics. In the system of the New Ukrainian school, the professional development of a teacher implies his self-development and self-realization throughout his life as actual socio-cultural priorities and meanings. Such a social order highlights the need for training specialists who meet the challenges of a society of knowledge capable of continuous intellectual, cultural and spiritual development throughout their lives through formal and non-formal education, focused on preserving, multiplying and transferring humanistic social values, assimilation of new professional roles and functions. The article continues the cycle of publications by the author devoted to the development of theoretical and methodical principles for the acmeprofessionogenesis of the teacher of the New Ukrainian School in the system of continuous education. The explication of the basic concepts of acmeprofessionogenesis of the teacher, the «knowledge society», «continuous professional development», «acmeprofessional», «formal education», «informal education», «informational education» is carried out. Pedagogical acromeprofessionogenesis is defined as continuous prolonged process of professional development of a teacher in the conditions of formal, informal and informal education, comprehensive formation of personality and professional, including the successive periods of its self-realization and self-examination, changes and transformations of the psychological structure of professional activity, motivational sphere, values-ideological landmarks, development of key competencies, assimilation and implementation of innovative professional roles and functions. The basis of acmeprofessionogenesis of the teacher of the New Ukrainian school is the transformation of four aspects into their integrity and interdependence: biological, mental, spiritual and professional. The acmeprofessionogenesis of the teacher is traced through his continuous self-development and self-actualization as actual socio-cultural priorities and meanings. One of the key competencies is life-long learning through formal, informal and informal education. Alternative models, forms of improvement of qualification of the teacher of the New Ukrainian school are considered.

MOTIVATION AS A KEY FACTOR OF WILLINGNESS’ FORMATION OF THE FUTURE FOREIGN LANGUAGES TEACHERS’ TO PROFESSIONAL AND PERSONAL SELF-DEVELOPMENT

The article deals with the current requirements of modern society to the personality and professionalism of foreign languages’ teachers. The need for continuous professional and personal self-development of the teacher and the low level of teachers’ willingness to practise this activity is distinguished. The positive impact of motivation on learning processes, goal setting, self-development is analyzed. The motivation for professional and personal self-development is determined as a complex structured multicomponent psychological composition, including the motives of educational activity, motivation to succeed, professional growth and personal development. The system of emotional, cognitive, social and volitional ways to stimulate the motivation of future foreign language teachers for professional and personal self-development is worked out. As an emotional way to stimulate professional and personal self-development author proposes to create a positive emotional background, to model success’ situations and to fulfill a psychological need of being a significant person in the process of studying. Cognitive way of motivation’s stimulating includes the use of such techniques as L. Peterson’s activity-training method, project method, problem-based learning methods (discussions, simulations, case study method, educational games), online work with interactive programs, web quests, the Portfolio method. Effective methods of social motivation’s stimulating of professional and personal self-development are the personal example of the teacher, work on advanced educational experiences and achievements of teachers-innovators. Voluntary motivation’s stimulation methods are worked out as understanding by the students the aims of study, opportunity to choose the tasks and forms of control, and stimulating the reflection and planning of future activities. This system can be implemented within the framework of the educational process of future foreign languages’ teachers’ training in high school.

Professional Mobility of Student’s Youth

The problem is in the sense of professional mobility not only as a process of retraining or adaptation to the profession, as well as continuous personal self-development, transition to another stage career and the acquisition of new social and psychological competences. We considered professional mobility as the foundation a basis of effective response of the personality to the “call” of modern society, the peculiar personal resource which is the cornerstone of effective transformation of public environment and itself in it; the system multilevel phenomenon that requires the integrated, cross-disciplinary approach to the research; internal (motivational and intellectual and strong-willed) potential of the personality, the cornerstone of flexible orientation and activity reaction in dynamic social and professional conditions according to own living positions; provides readiness for changes and realization of this readiness in the activity (readiness of the personality for modern life with his multidimensional factors of the choice) determines professional activity, subjectivity, the creative relation to professional activity, personal development, promotes the effective solution of professional problems. In professional mobility of young students it is important to consider the socio-economic aspects