Desire For Self-improvement Research Articles

Lifelong Learning in Multi-Purpose Activity of Self-Employed and Employed Persons

Introduction. Managing the lifelong learning environment requires a certain understanding of the educational needs and demands of learners of different categories. However, there is not enough research devoted to the psychological aspects of non-formal and informal learning of working subjects. The aim of the study is to characterize the main forms of learning, inducing and sustaining motivation, engagement and self-regulation of learning among employed and self-employed individuals. Materials and Methods. The study used the methods of theoretical analysis of the problem, testing and survey with the use of educational experience diagnostics methodology and author's questionnaires based on the Informal Learning Questionnaire and Academic Motivation Scale. The empirical sampling encompassed 295 people, including 143 self-employed and 152 employed. Results. The results showed the diversity of forms of lifelong learning used by employed persons, as well as the polymotivated nature of this activity. It was found that professional and cognitive motives are the most pronounced among the employed and self-employed. Respondents are motivated to learning by the desire for self-improvement, professional development objectives, interest in the subject of training, the need for new knowledge and skills. It is proved that self-employed persons, compared to employed persons, have a higher level of involvement, self-regulation of learning and intrinsic motivation focused on professional and personal growth and diverse interests. Discussion and Conclusion. The results of the study expand scientific ideas about lifelong learning and for the first time demonstrate the specificity of involvement and motivation for learning individuals with different employment status. The materials of the article will be useful for researchers, specialists in human resources development, marketers of the education segment, and developers of additional educational programs.

МАКРОЕКОНОМІЧНИЙ КОНТЕКСТ ФОРМУВАННЯ ПСИХОЛОГІЧНОГО ПОРТРЕТУ ІДЕАЛЬНОГО ПРАЦІВНИКА

Every enterprise wants to have qualified personnel capable of achieving high labor results and, accordingly, ensuring its profitability, despite the individual national peculiarities of the management model in the country where it is located. Modern economic and socio-cultural development of a country is determined by the course and peculiarities of its historical process, the use of open-door policy or protectionism in particular. On the basis of these historical and cultural differences, modern national models of management were formed, united into larger systems by their peculiarities. There are two fundamentally different management systems in the world at this time, which were formed under the influence of the above factors. They are Eastern and Western management systems. The existing management systems cannot be definitively called antagonistic, although they contain a number of qualitatively opposite requirements to the staff and the requirements to the staff in the Eastern management system will be completely unacceptable for the staff in the Western system. Direct transfer of the features of one national management model to the regulatory and legal and cultural-historical space of the countries of the Western management system is not appropriate due to the divergence of their basic principles. What they have in common is the presence of requirements to employees that allow economic entities to achieve a positive end result of activity. Using the methods of historical analysis, analogy, synthesis, this article studies the components of the Eastern and Western management systems, requirements to personnel with the parallel allocation of elements of the psychological portrait of the ‘ideal’ employee for each of these systems, as well as qualitative characteristics of personnel without national colouring. Accordingly, an ‘ideal’ employee should have such qualities as professional competence, ability to learn and assimilate information quickly, stress resistance, desire for self-improvement. These qualities can be applied to the personnel of most national economies, since the availability of even high-quality items and means of labour does not determine the final result of the enterprise's activity.

Взаимосвязь уровня самоактуализации родителей и особенностей их отношения к ребенку в младшем школьном возрасте

The article presents the results of the study of the relationship between the process of parents’ self-actualization and the peculiarities of their attitude towards their children of primary school age, which are found in the communication and interaction of mother or father with the child. It is emphasized that the parent acts as a significant adult in the eyes of primary school students, which is due to the psychological features of their age, so that its influence on the formation of minors’ personality is pronounced and appears to be conditioned by the parent’s own level of psychological maturity, which finds its expression in his desire for self-improvement and self-realization outside the family. Such a position of an adult seems to be a prerequisite for a positive parental attitude to the child and building a constructive interaction with him. During the study it was revealed that a high level of self-actualization of a significant adult (parent) mediates the formation of family relations with a child of primary school age on the principles of acceptance, cooperation, absence of educa-tional confrontation, and emotional closeness.

Индивидуальная подготовка студента-боксера как способ достижения высших спортивных результатов

The article discusses individual training of students-boxers at the training base of the Russian higher educational institution. The article substantiates the position that individual training of boxers is one of the ways to achieve the highest sports results. The author notes special role of the educational organization in creating conditions necessary for the growth and development of the student’s personality, including his or her sports improvement. In the course of the study, a pedagogical experiment is conducted in a sports improvement group. The aim of the experiment is to identify the correlation between the methods of individual improvement of boxers and the results shown by these athletes at the end of the training process. Conclusions are drawn that assert the theory of this correlation. The conducted experiment shows that the factors of consistent achievement of the highest sports results include stable personal qualities of a student: developed selfdiscipline, punctuality, responsibility, desire for self-improvement; good health and high athletic qualities (psychophysical, tactical and technical); the level of the coach’s competence and pedagogical skills; the system of individual improvement, developed by the coach and suitable for a boxer.

Применение метода интонационно-смыслового (содержательного) анализа в контексте теории художественного интонирования на фортепиано в процессе музыкально-инструментальной подготовки студентов педвуза

The study aims to substantiate the necessity and expediency of using the intonation-semantic (content) analysis method in the process of musical and instrumental training of pedagogical university students. The paper reveals the essence of the intonation-semantic (content) analysis method in the context of the theory of artistic piano intonation. Intonation-semantic (content) analysis is presented as a special method of musical education that allows students to understand the author’s idea of a composition, the logic of musical dramaturgy development, to determine the features of the intonation-sound and analytical-structural organisation of a musical work and to embody all the identified elements in their own performance. Scientific novelty lies in the following: the essence of intonation-semantic (content) analysis is revealed in the context of the theory of artistic piano intonation; the features and pedagogical potential, conditions for the use of intonation-semantic (content) analysis as a productive method in the process of musical and instrumental training of pedagogical university students have been identified and determined. As a result, it has been proved that if intonation-semantic (content) analysis is systematically applied on a regular basis in the process of musical-pedagogical repertoire mastering, then students develop a conscious perception of works of art, students’ broadmindedness, understanding of genres and styles are formed, the quality of knowledge improves, there is a steady interest in musical training and the desire for self-improvement, which undoubtedly affects the expressiveness, emotionality and fullness of one’s own performance.

СУЧАСНІ ПІДХОДИ ДО ОРГАНІЗАЦІЇ САМОСТІЙНОЇ РОБОТИ МАЙБУТНІХ ФАХІВЦІВ ХОРЕОГРАФІЇ У ФОРМАТІ ОНЛАЙН

The article reveals the peculiarities of the implementation of modern approaches to the organization of independent work of future choreography specialists in the online format, based on the work experience of the teachers of the Berdyan State Pedagogical University. The application of the method of project activity in the disciplines of the professional cycle of student training, as well as such interactive methods as storytelling and scribing, is highlighted. It is noted that the practical-oriented approach, as one of the key types of projects, is characterized by a focus on solving social problems that reflect the interests of each participant or other persons. A research project is a type of independent scientific research that requires a clearly thought-out structure and selection of effective work methods, a defined goal, relevance for all its participants, as well as social significance. The information project is aimed at collecting information about any object or on a certain topic for the purpose of analysis, generalization and representation of information for a wide audience. A creative project assumes a free, sometimes unconventional approach to its implementation and presentation of results, usually does not have a clearly thought-out structure, it develops subject to the interests of project participants. It has been found that the use of the Moodle platform by a higher education institution promotes the activation of the internal potential of each teacher, who seeks and implements new and innovative technologies in his educational activities, which are based on practice-oriented learning of students and emphasize the creation of a comfortable student-centered environment. Also, special importance is attached to the mobility of the applicants, their choice of an individual learning trajectory, the formation of the key competence «learning throughout life» and the ability to independently carry out personal and professional reflection, the desire for self-improvement. Key words: practice-oriented preparing of future choreography specialists, independent work in the online format, project activity, modern approaches to the organization of independent work

Proudly moving forward and feeling connected: Adolescents' daily temporal comparisons relate to a desire for growth and sense of relatedness.

Adolescents often compare themselves favorably to others. Although such downward social comparisons make adolescents feel proud, they entail the risk of focusing adolescents on outperforming others rather than on improving themselves. This daily diary study (N = 389 adolescents, ages 11-15) tested the hypothesis that downward temporal comparisons-comparing one's present self favorably to one's past self, rather than to others-may elicit pride while encouraging adolescents to strive for self-improvement rather than superiority. Such a desire for self-improvement may, in turn, cultivate a sense of relatedness. Results show that daily downward and upward comparisons co-occurred with pride and shame, respectively, regardless of whether those comparisons were social or temporal. Importantly, daily downward temporal comparisons (unlike daily downward social comparisons) co-occurred with a desire for self-improvement over superiority as well as with a sense of relatedness. This desire for self-improvement over superiority partially mediated the association between downward temporal comparison and a sense of relatedness. Together, these findings underline the role of social and temporal comparisons in self-conscious emotions and goal pursuit and suggest that temporal comparisons-unlike social comparisons-may help adolescents strive for personal growth and build satisfying relationships. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

САМООСВІТА ЯК ПЕДАГОГІЧНА ПРОБЛЕМА

The paper substantiates that the radical changes taking place in all spheres of modern society necessitate a revision of the basic requirements for the training of specialists who should be not only highly qualified, but also be prepared for lifelong education. It has been shown that the state regulations and international documents on education define lifelong learning as the main vector of educational development in the 21st century. It has been determined that the achievement of this goal is possible due to the organization of the training process at university, aimed at gradual transition from the traditional educational format in the form of providing students with a set of ready-made knowledge to self-education, which is the highest degree of education. The essence of the key components of the concept “self-education”, i.e. the categories “self-“ and “education” has been disclosed. The essential differences between the concepts “training” and “education” have been explained, namely: the purpose of training is forming utilitarian skills with specific pragmatic goals, and education is aimed at developing a person as an individual, developing his/her spiritual strengths and abilities. Examples of dictionary equivalents of the term “self-education”, which exist in foreign scientific, reference and encyclopedic literature, have been given. The term “self-education” in the context of philosophy, sociology, psychology and pedagogy has been analyzed. It has been ascertained that among contemporary researchers there is no unanimous position on the interpretation of this term as each of them considers it through the lens of a particular aspect. The main approaches to the definition of the concept “self-education” that have developed in Western pedagogical theory have been characterized. It has been substantiated that full-fledged self-education is possible only if self-study and selfeducation are combined. Self-study involves the acquisition of knowledge on the basis of the person’s own aspirations and through self-selected means. Self-improvement is associated with the manifestation of significant willpower, a high degree of self-awareness, perseverance and purposefulness, resulting in the development of the individual’s qualities that determine the sustainable nature of any kind of independent activity. It has been revealed that in modern didactics self-education is defined as an activity process, and activity is defined as the basis of self-education. The differences between the concepts “self-educational activities”, “independent activity” and “independent work” on key features have been outlined, namely: on the source of goals, the level of independence and the definition of the subject of control over the results. It has been proved that the student’s self-educational activity, in contrast to independent activity, goes beyond external goal-setting and control and is implemented in a completely autonomous mode both during training at university and after graduation. The definition of the term “self-education” is given as the individual’s purposeful systematic cognitive activity, in the course of which he/she independently acquires knowledge and improves skills, resulting in the qualitative development of their personality. The need for continuous self-development is the basis of this activity, and a personal educational product, which involves self-mastery of the system of knowledge and ways to acquire it as well as the development of personality and his/her abilities, is the result of this activity. The main characteristics of self-educational activity are motivational activity, internal freedom, purposefulness, ability to independently acquire necessary knowledge, a strong desire for self-improvement.

FACILITATION IN THE CONTEXT OF TRAINING FUTURE PRIMARY TEACHERS

The urgency of the study lies in the need to change the traditional model of the teacher, because now the teacher faces additional tasks − to direct students not only to acquire knowledge but also to their creative thinking, to cultivate the ability to apply their knowledge in educational and life situations. creative personality of the child. The aim of the article is to define the essence of the concept of “facilitation” and its use of facilitation in the context of training future primary school teachers. Methods of analysis, synthesis, comparison, generalization, systematization of scientific positions are used to achieve this goal. Based on the analysis of psychological and pedagogical literature, the essence of the concept of “facilitation” is determined. The interpretation of the phenomenon of facilitation is given, connected with such aspects as: interaction of people caused by social contacts, which increases their activity, promotes the activation of mental processes, improves well-being; a specific type of communication, which involves facilitating the interaction of participants in the educational process; way to help the group in finding ways to identify and solve problems. The main tasks of the teacher - facilitator in the training of future primary school teachers are presented, the requirements for a modern teacher are determined. It was found that implementing the facilitation approach in primary school, the teacher will be able to achieve subject-subject interaction with younger students, to support the child's desire for self-improvement, self-realization, self-development. The basic skills that characterize the activities of the teacher-facilitator are identified. It is the ability to listen carefully, observation, the ability to diagnose, correct the behavior of students, the ability to establish simple and fruitful communication between members of the study group and ensures successful group communication.

THE TEACHER’S PERSONAL QUALITIES OF PRESCHOOL EDUCATION INSTITUTION AS AN IMPORTANT COMPONENT OF PROFESSIONAL TRAINING

Introduction. Today, modern society needs well-developed, socially active individuals who have the basic scientific education, the rich internal culture. Despite the fact that any specialist needs deep knowledge, professionally significant personal qualities are especially important for the pedagogical activity of a preschool teacher. Purpose. To analyze the psychological and pedagogical literature on the development of the teacher’s personal qualities.To determine the educator’s main personal qualities of the preschool institution. Methods. To achieve this goal, a set of interrelated methods of scientific research was used: analysis, synthesis, concretization, classification, comparison, generalization of scientific sources on the research topic; study of pedagogical experience. Results. Of course, the effectiveness of preschool education depends not only on the programs of education and upbringing, but also directly on the personality of the teacher. Therefore, the educator must be friendly, open to students and parents, be able to establish cooperation with all participants in the educational process in everyday life, as life provides the greatest opportunities for the development of preschoolers. According to O. Kononko, an important task of higher education institutions is not only high-quality professional training of teachers, but also the formation of personal competence of student youth, moral education in content and active in life, development of a holistic scientific picture of the world and adequate self-image. T. Ponimanska singles out the main personal qualities that are necessary in the professional activity of a modern educator of a preschool institution.These include the ability to reflect and control the results of pedagogical activities, cooperation with the child on the basis of humanization, development of his personality, ability to emotional and moral support of the child, the desire for emotional intimacy in communication with it, focusing on psychological comfort and timely personality development. desire to replenish knowledge, engage in self-study and self-education to improve their pedagogical skills, the ability to identify and take into account the interests of children in education and their right to respect. Today, domestic and foreign scientists have more than 120 professional qualities of a teacher, which, in our opinion, are important in the implementation of professional tasks. Let's highlight only those that are most common in the psychological and pedagogical literature.These include emotionality, camaraderie, plastic behavior, the ability to understand and manage children, love and interest in children, empathy, content and brightness of language, pedagogical tact and pedagogical demands, and others. Obviously, if we talk about a holistic personality, it is not always possible to find the right qualities in one person, but the aspirations and persistence of the future teacher will make the process of mastering personal qualities more effective. Originality. The basic personal qualities that are necessary in the professional activity of a modern educator of a preschool institution are determined. Conclusion. Thus, an educator is not just a person endowed with a set of properties, characteristics, qualities. The educator is a person and a professional only if this set of properties is a single whole, which is based on the motivational sphere, which provides social, cognitive and professional-pedagogical orientation.The main personal qualities of a modern educator of preschool education include: humanism, kindness, sensitivity, tact, justice, self-criticism, openness, optimism, ingenuity, creativity, democracy, desire for self-improvement, activity, honesty, diligence, emotional stability, resilience pedagogical reflection, observation, empathy, prognosticity, communicativeness, politeness, endurance, attractive appearance, neatness, etc.

Особливості мотиваційно-ціннісного компонента соціалізованості молодших школярів з інтелектуальними порушеннями.

The article considers the problem of socialization as a result of socialization of children at the stage of adaptation in primary school age in terms of normative development and mental dysontogenesis. Emphasis is placed on the importance of studying the features of the motivational and value component of socialization as determinants of socio-normative behavior. The motivational-value component of socialization, which reflects the manifestations of motivational-needs sphere of personality, features of student's attitude to social and moral norms, which is expressed in the following indicators: desire to imitate social and moral norms, content of personality motives, orientation of personality, its values is characterized. The aim of the article is to identify the features of the motivational and value component of socialization of primary schoolchildren with intellectual disabilities in a comparative aspect. It is established that primary schoolchildren with intellectual disabilities are characterized by a focus on meeting primitive needs, reducing self-criticism. The most important terminal values for primary students with intellectual disabilities are «health», «pleasure» and «materially secure life», the least important values – «acquisition of new knowledge», «public recognition». Significant moral values of junior schoolchildren with intellectual disabilities are accuracy and patience, precisely those values on which they are based in everyday life and educational activities. Primary students with intellectual disabilities do not have high-order values (spiritual, aesthetic, ethical, etc.), their semantics are not understood by children. This feature is due to the specifics of the development of their abstract-logical thinking. Uncritical and suggestive, inherent in these students, contribute to the fixation of socially desirable values and the formation of motives transmitted by educators and teachers, but these values do not acquire the character of personal meaning. Decreased criticality, ability to self-analysis and reflection were revealed. Children do not have the desire for self-improvement, overcoming shortcomings, negatively affects the development of higher values, the ability to regulate their own behavior.

Development of Pedagogical Staff as an Integral Element of Forming a Positive Image

The formation of a positive image of the educational institution provides an increase in the efficiency of its activities and provides an opportunity to meet the needs of stakeholders. The main purpose of the image formation is also to increase competitive advantage, attract investment, establish and expand partnerships. The development of teaching staff is an integral part of forming a positive image of the educational institution, as employees are the main carriers of the brand. The career of educators is a complex multifaceted process, due to the unity of internal (subjective) and external (objective) factors. Internal factors include the living conditions of the future specialist, and external - the peculiarities of career growth (attitude to the profession and awareness of its importance). The desire for self-improvement and self-education are important drivers for the formation of successful careers of employees of educational institutions, ensuring the expansion of their creative potential, cognitive interests, and the formation of a creative personality. Based on the conducted research on building an effective strategy for the development of the employee of the educational institution, each teacher was asked to conduct their SWOT analysis, which allows identifying his/her strengths and weaknesses, as well as external opportunities and threats. The results of the SWOT analysis enable the employee of the educational institution to discover his / her existing potential and to be ready for possible changes in the external environment, which is changeable and fleeting. The strategy of career growth of the teacher is developed, which includes the following stages: conducting SWOT analysis; improvement of professionally important features and qualities; postgraduate education; passing advanced training courses; participation in various pedagogical forums, seminars, conferences, training; research of the advanced pedagogical experience, in particular concerning the use of innovative technologies; constant improvement of scientific and methodical work; forming your portfolio and, as a result, achieving a new level of career growth. Career development leads to a fundamentally new way of life of a teacher - creative self-realization in the profession, which allows identifying their individual and professional capabilities.

Protecting and enhancing willingness to communicate with idiodynamic peer-peer strategy sharing

While a wide range of trait-like and situational willingness to communicate (WTC) factors have been investigated, subsequent pedagogical advice often focuses on teacher-led interventions and does not enable learners themselves to overcome immediate WTC related difficulties. This may be because little is known about how students protect and enhance their own WTC levels. This study, therefore, positions students as peer—peer strategy investigators; learners used idiodynamic methodology to interview a selected peer about strategies they used to protect and enhance their WTC during a classroom discussion. Interviewers shared their WTC-related insights in a follow-up class, providing participants with maximum exposure to the elicited WTC-focused strategies. A key finding was that talk-positive students used a combination of expected behaviours and task-outcome-visualization in combination with ‘resetting’ meta-cognitive strategies to overcome learning difficulties. Furthermore, students reported three approaches to peer—peer strategy sharing: desire for self-improvement, rapprochement with peers, and personal reassurance. In addition to understanding task completion- and communication-difficulties and learning potential WTC-focused strategy resolutions, some individuals reported a change in mind-set and continued to observe their peers' learning-focused behaviours after the study. Thus, this idiodynamic peer—peer approach may be used for ongoing WTC-focused learner development and improved intra-group dynamics.

When does daily job performance motivate learning behavior? The stimulation of high turnover rate

PurposeThis study aims to investigate whether and how a high turnover rate stimulates employees to engage more in learning behavior.Design/methodology/approachDrawing on self-regulation theory, the authors suggest that the motive for employees to engage in learning behavior is to improve themselves. Such a need can be activated when they reflect on themselves and realize the discrepancy between their current selves and desired future selves. The authors argue that the employees’ perceived poor performance at daily work may induce their desire for self-improvement via making the future work selves salient, and in turn engage more in learning behavior. This is particularly so when turnover rate is high because employees may be alert of and concerned more about their own poor performance. In an experience sampling study, the authors obtained evidence for these hypotheses.FindingsWhen turnover rate was high, employees’ poor performance increased salience of future work selves, which in turn facilitated their learning behavior. This relationship was not significant when turnover rate was low.Originality/valueContrary to the typical view that high turnover rate leads to knowledge loss for the companies, the present study findings suggest that it could also serve as a motivational factor facilitating employees’ learning behavior, which is an important way to increase knowledge pool of the companies.

HOW UNDERGRADUATE OF PEDAGOGY LEARNS?

We live in a dynamically changing time, when a person must learn throughout life, constantly improve and adapt to new conditions. The ability to learn is one of the four foundations of education. The article presents selected excerpts from empirical research aimed primarily at understanding students' knowledge of teaching methods (mainly in the field of knowledge), as well as the most commonly used methods of memorizing material. The diagnostic study was performed by questionnaire. The questionnaire contained 39 closed and open questions. 130 students of pedagogical specialties of the University of Łód (took part in the survey (48 full-time and 82 part-time students). The experiment showed that students named (on average) two factors (positive and negative) that affect the learning process, only 24 out of 130 mentioned three factors. Respondents do not know teaching methods, in particular effective memorization: 80% of all students use multiple repetition, and other methods (prior knowledge, creating graphs, charts, tables, figures, links, chains of associations, funny stories, rhymes, the use of various colors, mental maps, mnemonics, etc. are used less. Most students (117 out of 130) admit that they have never sought knowledge about the learning process. Students are influenced by external (the need to prepare for exams, tests, practical classes), rather than internal motivation (the desire for self-improvement, professional self-realization). In many respects, full-time students showed more knowledge than part-time students. In addition, full-time students are slightly more likely to study voluntarily (regardless of academic background), not just before an exam or test. In both full-time and part-time study, students focus on gaining qualifications rather than knowledge.
 Thus, students’ knowledge of the educational process is insignificant; they know only the main factors that affect the educational process, and a few well-known methods of learning. In the future, it may negatively affect the effectiveness of their professional and pedagogical activities. It is necessary to identify the reasons of the gained results: lack of interest in the subject, misunderstanding of the curriculum, indifference, and so on. The author is convinced that it is necessary to change the approach to learning and develop the need for self-improvement.

Opening the \u2018black box\u2019 of collaborative improvement: a qualitative evaluation of a pilot intervention to improve quality of malaria surveillance data in public health centres in Uganda

BackgroundDemand for high-quality surveillance data for malaria, and other diseases, is greater than ever before. In Uganda, the primary source of malaria surveillance data is the Health Management Information System (HMIS). However, HMIS data may be incomplete, inaccurate or delayed. Collaborative improvement (CI) is a quality improvement intervention developed in high-income countries, which has been advocated for low-resource settings. In Kayunga, Uganda, a pilot study of CI was conducted in five public health centres, documenting a positive effect on the quality of HMIS and malaria surveillance data. A qualitative evaluation was conducted concurrently to investigate the mechanisms of effect and unintended consequences of the intervention, aiming to inform future implementation of CI.MethodsThe study intervention targeted health workers, including brief in-service training, plus CI with ‘plan-do-study-act’ (PDSA) cycles emphasizing self-reflection and group action, periodic learning sessions, and coaching from a CI mentor. Health workers collected data on standard HMIS out-patient registers. The qualitative evaluation (July 2015 to September 2016) included ethnographic observations at each health centre (over 12–14 weeks), in-depth interviews with health workers and stakeholders (n = 20), and focus group discussions with health workers (n = 6).ResultsThe results suggest that the intervention did facilitate improvement in data quality, but through unexpected mechanisms. The CI intervention was implemented as planned, but the PDSA cycles were driven largely by the CI mentor, not the health workers. In this context, characterized by a rigid hierarchy within the health system of limited culture of self-reflection and inadequate training and supervision, CI became an effective form of high-quality training with frequent supervisory visits. Health workers appeared motivated to improve data collection habits by their loyalty to the CI mentor and the potential for economic benefits, rather than a desire for self-improvement.ConclusionsCI is a promising method of quality improvement and could have a positive impact on malaria surveillance data. However, successful scale-up of CI in similar settings may require deployment of highly skilled mentors. Further research, focusing on the effectiveness of ‘real world’ mentors using robust study designs, will be required to determine whether CI can be translated effectively and sustainably to low-resource settings.

Gymnastics exercises as a way of improving the health of students

The system of physical education of students is aimed only at solving current problems - drawing up control and test standards, which does not contribute to the development of their desire for self-improvement, aims to educate obedient performers focused on compliance with the requirements of the physical education program.
 The purpose of the article: to determine the impact of gymnastic exercises on health, as well as to provide practical recommendations to students.
 Research methods: theoretical generalization, systematic analysis of data from the scientific literature, axiomatic method.
 The article substantiates the importance of physical education classes that promote the development of strength qualities in students, as the development of these qualities provides good physical condition and readiness for creative activity.
 Over the last decade, the situation in Ukraine has been alarming: the health and fitness of student youth has deteriorated sharply. According to medical research centers, up to 90% of pupils and students have health problems, 30-50% of them - unsatisfactory physical fitness.
 The recommended set of exercises for daily gymnastics to improve the health of students is given. Describes the basic tips that students should follow during gymnastics. The essence of self-control over the state of health of young men during training is revealed.
 The problem of physical improvement of student youth is relevant today and requires from scientists, coaches and teachers of physical education further scientific and practical research in improving health, physical development and improvement of physical qualities.

Professional Training of Primary School Teacher to Organize Dialogic Learning for Students: Theoretical Context

The urgency of the problem of future primary school teacher training for dialogic learning of students taking into account modern challenges of globalization and digitalization of education is substantiated. The contradictions taking place in the practice of professional training in pedagogical universities are emphasized. The theoretical aspect of the outlined problem is highlighted. The characteristics of the content of the following concepts are given: dialogic learning, educational dialogue, dialogic communication, pedagogical communication, the teacher’s communication culture, communication etiquette, etc. The components of teachers’ pedagogical skills as personal and professional factors of successful organization of dialogic learning in school are presented. It is proved that the organization of dialogic learning at school requires the formation of a teacher's system of skills, namely: to organize and manage the dialogic process in learning; create a positive communicative atmosphere for the exchange of thoughts and ideas; pedagogically expedient to stimulate communication between students; apply advanced dialogic learning technologies; motivate students to create or solve educational tasks using productive dialogue; effectively use means of verbal and nonverbal communication; make emotional contact and listen to the interlocutor, etc. The strategy of communicative approach in the educational process of the pedagogical university is widespread, first of all as for humanities. The author notes that the readiness of future primary school teachers to organize a productive educational dialogue is determined not only by the level of development of communicative abilities and skills, but also other personal traits: intellectual qualities, motivation for teaching, love for children, emotional balance, empathy, tolerance, professional responsibility, high level of moral culture, readiness for innovative activity, desire for self-improvement and self-education, etc. The author's material from the dissertation “Training of primary school teachers to organize dialogic learning” for the degree of Doctor of Philosophy (2020) is partially used in the article.

РЕАЛИЗАЦИЯ ИССЛЕДОВАТЕЛЬСКОГО ПРОЕКТА «ЛИНГВОКУЛЬТУРНОЕ ФУНКЦИОНИРОВАНИЕ МОСКОВСКИХ ПАМЯТНИКОВ АРХИТЕКТУРЫ»

Objective: the forming of a linguocultural competence of future engineers and architects in the conditions of the Federal State Educational Standard, the development of skills to correlate value-significant and professionally-oriented foreign language material; development of skills to analyze, compare, generalize, classify selected lexical units according to thematic characteristics. Applied methods: General scientific logical-deductive method, empirical research method, descriptive method with its main components (observation, interpretation and generalization). Results . The implementation of the research project "Linguocultural functioning of Moscow architectural monuments" contributes to the development of motivation and linguocultural competence of future building engineers and architects, the desire for self-improvement through the conscious and active acquisition of new social experience and knowledge. A detailed description of the cultural and historical development of ancient buildings in Moscow has been compiled, a thematic analysis of the used words and concepts, including their English equivalents, has been carried out. Conclusions: The article emphasizes the importance of using project activities in mastering linguocultural competence by future specialists in the field of "Construction", in developing students' ability and interest in self-development, assimilation of new knowledge and research skills.

COVID-19 PANDEMIC LIFESTYLE: STUDENTS MENTAL HEALTH CHALLENGES

The aim: To determine how quarantine restrictions affect the lifestyle of Ukrainian students, and their mental health. Materials and methods: 37 student essays were submitted to the university contest held at Lviv Polytechnic University in May-June 2020. They were analyzed with the help of qualitative thematic analysis and standard qualitative analysis method. Essays are focused on a list of issues important for assessing the social well-being of students during quarantine. Each fragment of essay’s answer was coded into the data matrix system according to either multiple or single themes, built in the statements. The thematic analysis identified several categories that determine students’ attitude to the pandemic situation and its consequences for them. Results: It is determined that students’ lifestyle, including study and leisure, has changed significantly, which has affected their mental health. Learning online provoked a number of emotional disorders. At the same time, the desire for communication in person and self-improvement increased. «Quarantine lessons» were divided into categories: challenges, threats and opportunities. Threats and challenges were considered at the global level, while opportunities affected rather the personal level. Conclusions: Mental health of students disorders: anxiety, restlessness, fear, self-doubt, feelings of loneliness, panic, sleep disturbances, and increased fatigue indicate the negative effects of the pandemic. At the same time, recording such facts as the feeling of satisfaction from communication with loved ones, the ability to help them, the desire for self-improvement, etc. allows to say about the positive effects.