Professional Self-development Research Articles

ПІДГОТОВКА ВИКЛАДАЧІВ ПРОФЕСІЙНО-ХУДОЖНІХ ДИСЦИПЛІН В УКРАЇНІ: ПРОФЕСІЙНО-ПЕДАГОГІЧНИЙ АСПЕКТ

Despite military aggression from Russia, Ukraine continues actively develop professional and pedagogical training, which is an important factor in improving the quality of education and professional growth of teachers. Professional and pedagogical training plays a key role in ensuring the quality of education and professional development of teachers. It forms pedagogical competences, provides teachers with the knowledge and skills necessary for effective work with students, including teaching methods, planning and management. Thanks to it, teachers learn the basics of pedagogical ethics and moral values, which helps to create a healthy learning atmosphere and promote the harmonious development of students’ personalities. Methodology. Professional training in higher education institutions is carried out according to various organizational forms, models, systems and programs, the main purpose of which is the formation of positive motivation and involvement in active educational and cognitive activities, which is the basis of the professional self-development of the future specialist. Therefore, the purpose of our study is to analyze modern approaches to the professional and pedagogical training of teachers of professional and artistic disciplines in Ukraine. To identify key problems and challenges in the field of training teachers of artistic disciplines. Outline the main directions and methods that ensure high-quality training of specialists in the field of art teaching. To investigate the role of pedagogical education in the formation of competences of teachers of professional and artistic disciplines. To propose ways of improving the system of training of pedagogical personnel to increase the level of teaching of artistic disciplines. Results. Thanks to professional and pedagogical training, teachers can update their knowledge about modern teaching methods, pedagogical technologies and approaches to education. Professional and pedagogical training allows for a deeper mastering of specific disciplines, which enables teachers to impart special knowledge at a high professional level. In general, professional and pedagogical training is the basis for the creation of qualified and competent teachers, which contributes to the improvement of the quality of education and the success of students in their studies. In our study, we consider the professional and pedagogical training of teachers of professional and artistic disciplines, which is aimed at the formation of pedagogical personnel who have the theory and practice of teaching fine arts in general education, specialized and higher educational institutions, as well as in the system of additional education. Key words: professional and pedagogical training, teachers of professional and artistic disciplines, institutions of higher education, competence, knowledge, skills.

ФОРМУВАННЯ КОМУНІКАТИВНОЇ ТОЛЕРАНТНОСТІ ЯК НЕОБХІДНОЇ УМОВИ ДЛЯ РОЗВИТКУ ПЕДАГОГІЧНОЇ ЕТИКИ У ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ ПЕДАГОГА

The article examines the formation of a teacher’s communicative tolerance as an important component of his ethical culture and professional development. This process is complex and continuous, as it is based on the active interaction of the individual with the professional environment, which significantly affects the effectiveness of pedagogical work. Communicative tolerance is the basis for professional self-development, self-education and self-realization of teachers. It is noted that the concept of “tolerance” remains ambiguously interpreted and is often equated with “tolerance” in scientific sources, originating from the Latin term toleranttia. Researchers also interpret the term “communicative tolerance” in different ways, describing it as a professional quality manifested in the pedagogical environment during interaction with people with whom specialists have to work directly. The importance of communicative tolerance as a necessary condition for the development of pedagogical ethics in professional activity is highlighted. It is noted that tolerance affects the attitude towards other people, their psychological states, qualities and actions in the process of communicative interaction. Communicative tolerance covers the focus of consciousness on tolerant and conflict-free communication, as well as a benevolent type of interaction. This issue is especially relevant for teachers who, as carriers of cultural values, have the task of forming in their students the ability for effective interaction, empathy and respect. It was found that the teacher and students may have different values ​​and orientations in the field of interaction, which can lead to manifestations of communicative intolerance towards each other. As for the ethical aspect, it reflects the ethical norms that the teacher adheres to – being guided by a sense of duty or a habit of acting irresponsibly. Emphasis is placed on the importance of developing communicative tolerance as an essential element in the training of specialists in the pedagogical field, which contributes to the creation of a positive sociocultural environment. Key words: communicative tolerance, communicative competence, pedagogical ethics, professional activity, benevolence, interaction.

Physiotherapy educators' perceptions of physiotherapists' competencies and continuing education in the practice of musculoskeletal physiotherapy direct access.

The aim of direct access (DA) physiotherapy practice in Finland is the treatment of musculoskeletal (MSK) conditions by physiotherapists who have completed continuing DA education. It is difficult to pinpoint the competencies of DA physiotherapists as their roles and scope of practice varies. The present study aimed to explore the competencies and education of DA physiotherapists through the perceptions of DA educators. Data were collected through individual semi-structured interviews of eleven Finnish physiotherapy educators who described their perceptions of DA physiotherapists' competencies and their continuing DA education. The interviews were recorded and transcribed verbatim and then examined using a reflexive thematic analysis. Two main themes were formulated on the basis of the data, conveying the educators' perceptions. The first theme, Interaction as grounds for meaningful clinical reasoning, had two subthemes: Meaningful encounter and Rationally and safely locating the core of the client's problem. The second theme, Continuing professional development in an expert role, had four subthemes: Continuous learning, Self-reflection, Deep understanding and Taking responsibility for one's own expertise. The present study revealed how DA educators perceive the competencies of DA physiotherapists. The findings highlight the perceived significance of the physiotherapists' interaction with the client as a ground for meaningful clinical reasoning, and their responsibility for their own continuing professional self-development.

The role of psychological flexibility in the professional self-development of a teacher

The role of psychological flexibility in the professional self-development of a teacher

Условия психологического сопровождения профессионального саморазвития студентов педагогического вуза

The article addresses the issue of professional self-awareness and self-development among future educators, emphasizing the necessity of organizing psychological support during their university education. It provides a classification of existing strategies for professional self-development, justifying their division into two orientations: constructive (active) and non-constructive (passive) types. The authors present and analyze the results of an empirical study of professional self-development strategies among students of a pedagogical university. Additionally, a program for psychological support of professional self-development is proposed and described, comprising educational, corrective-developmental, and consulting blocks. The goals, objectives, and methods employed in working with students are outlined. The article highlights the main content components and key implementation aspects of the support program. In conclusion, results of the program’s validation are presented, empirically substantiating and demonstrating its effectiveness.

Moral Identity Development Among Emerging Adults in Media: A Longitudinal Analysis

ABSTRACT This longitudinal study examines changes in the moral identity of 48 emerging-adult U.S. college graduates in media-related fields from their first year after college to three years later as they progressed into early work life. Results from four moral psychology survey instruments reflect significant shifts in moral reasoning, relativistic thinking and idealism, coupled with stability in personality traits and character strengths. A fifth instrument found largely positive assessments of workplace ethical climate. The findings suggest that emerging adulthood is an important time for the development of a robust professional moral self that is characterized by growing maturity in moral judgment that intersects with a foundation of character developed through a variety of influences before, during and after college. Findings have significant implications for young practitioners entering the workplace, media managers working with them, and media pedagogy.

Extracurricular concert practice as a factor of personal and professional self-development of the future teacher-musician

The article is devoted to the study of the problem of personal and professional self-development of the future teacher-musician in the process of his participation in extracurricular concert practice. The potential possibilities of various forms of organization of this practice are analyzed in order to determine the most favorable ones from the point of view of the student's personal and professional growth. Based on the environmental approach to understanding the professional specifics of the musical and pedagogical activity of the future teacher and the principles of personality-developing higher education, based on the study of works in the field of musical psychology and pedagogy, as well as the use of methods of pedagogical observation, it was found that for the personal and professional self-development of students, extracurricular educational space is used extremely insufficiently. In this regard, an attempt was made to consider the possibilities of a student's personal and professional self-development in the conditions of an extracurricular creative educational environment: class concerts, festivals, competitions, educational projects, master classes, thematic events in collaboration with museum and art organizations, etc. Based on the analysis of the results of pedagogical observation, the levels, criteria and indicators of the student's personal and professional self-development in the conditions of extracurricular concert practice were developed. A number of conditions are determined that most optimally contribute to the personal self-development of the future teacher-musician in the field of professional creative activity.

TEACHER’S SELF-EDUCATION UNDER THE CONDITIONS OF MARTIAL LAW: FROM THE EXPERIENCE OF A HIGHER EDUCATION INSTITUTION

The article examines the problem of the teacher’s professional growth due to continuous self- education and personal development in the conditions of martial law. The aim of the article is to outline the pathways of self-educational activities for teachers and the approaches to enhancing the professional level of educators, implemented at Alfred Nobel University under martial law conditions. In the course of the research, methods of analogy, retrospective and semantic analysis, SWOT analysis, generalization, and specification of scientific principles and the regulatory framework related to teacher self-education were employed. A SWOT analysis of interpretations of the concept of “self-education” was conducted, and it was found that self-education is a necessary component of professional activity which is determined by social order and is a factor in the personal and professional growth of a specialist. Emphasis is placed on self-education of the teacher as the leading form of improvement of pedagogical skill and professional competence, which consists in assimilation, renewal, dissemination and deepening of knowledge, generalization of experience through purposeful, systematic self-education activities aimed at self-development and self-improvement of the individual, satisfaction of personal interests and objective needs of the educational institution. It was found that the conditions of the martial law in Ukraine and changes in educational orientations made corrections both in the content of teachers’ self-education and in the forms and types of their self-education activities. Some approaches to raising the professional level of a teacher, which were implemented at Alfred Nobel University under martial law conditions, namely acquiring competencies to preserve and restore mental health, providing psychological support to participants in the educational process, improving information competence, implementing effective ways to improve the quality of education in online learning, and mastering new learning/teaching methods, are considered. The content of the developed and implemented comprehensive program of care for human mental health, including a marathon of online meetings with domestic specialists and lecturers from European countries, aimed at mastering the competencies to ensure one’s own psychological health and improve the psycho-emotional state of higher education students in wartime conditions, is disclosed. The expediency of particular directions of development has been substantiated including teachers’ mastering various software, the ability to work on various educational platforms, and the use of interactive applications; cooperation and interaction with domestic and foreign higher education institutions in order to gain experience for the further implementation of the best European practices in the educational process; internships, participation in international projects, thanks to which teachers found and implemented effective ways to improve the quality of education in online learning, and mastered new methods of learning/ teaching. The feasibility of implementing special measures to support the self-educational activities of teachers under martial law conditions has been confirmed, with a focus on the targeted development of key professional competencies related to continuous professional self-development. The conclusions emphasise the need for purposeful self-education of the teacher, thanks to which a new invaluable experience of providing quality education in wartime conditions is formed.

FORMATION OF PROFESSIONAL ORIENTATION OF FUTURE SPECIALISTS OF THE SOCIO-ECONOMIC SPHERE

The article is devoted to the analysis of the problem of forming the professional orientation of future specialists in the socionomic sphere. The purpose of the study is to reveal the essence of personality orientation and the peculiarities of the formation of professional orientation among specialists in socionomic professions. Research methods applied: theoretical ‒ study of scientific literature, analysis, systematization, comparison, generalization of the obtained information. It was established that in the most general sense, the orientation of the individual is understood as a set of stable motives that orient the activity of the individual and determine its selectivity and activity. The orientation of a person is characterized by his beliefs, ideals, interests, inclinations, which express the individualʼs worldview. In their structure, these types of orientation contain needs, attitudes, and relationships. If we are talking about the orientation of an individual when performing a specific activity, then the concept of «professional orientation» is used. Being an important aspect of the general orientation of the individual, the professional orientation represents a set of needs, attitudes, interests, ideals, beliefs and determines the choice of life goals. To form a professional orientation in future specialists means to strengthen in them a positive attitude towards the future profession, interest, inclination and ability to it, the desire to improve their qualifications after graduating from an educational institution, to develop ideals, views, beliefs, the prestige of the profession in the eyes of the future specialist. In the multi-functional activity of a specialist in the socio-economic sphere, professional training, his ability to design his activity, effectively solve complex professional tasks, and creatively approach the matter are priorities. The personality of the future specialist is formed and developed simultaneously with his professional qualities, readiness to fulfill future obligations. We consider the category «readiness» as two interdependent components: the individualʼs readiness for activity and the individualʼs readiness for professional self-development. The readiness of the future specialist in the socio-economic sphere for professional activity is determined by: psychological readiness, scientific-professional, practical, psychophysiological, physical.

PEDAGOGICAL MONITORING OF PROFESSIONAL TRAINING FUTURE SPECIALISTS IN THE SOCIAL SPHERE IN THE PROCESS OF APPLICATION OF ELECTRONIC LEARNING

The article examines the content of pedagogical monitoring of e-learning of future social workers in higher education institutions. The modern level of e-learning in the institution of higher education has been revealed. Special forms and methods of working with students - future specialists in the social sphere are analyzed and substantiated. The list of necessary conditions for the formation of applicants for higher education with a system of theoretical knowledge, practical abilities and skills necessary for the effective realization of oneself as a professional social worker is provided; development and formation of theoretical knowledge that will contribute to the development of the student as a future specialist in the social sphere. The purpose of the article is to identify the problems of professional training and to study the special requirements for the development and implementation of electronic training courses in the process of professional training of social sector specialists capable of solving social problems. Considerable attention is paid to the problems of pedagogical interaction between the teacher and the student, based on the analysis, the strengths of e-learning are highlighted, and the expediency of its use is clarified. The main tasks are defined as follows: to identify and generalize the components of professional self-development as one of the complex forms of transformation of the inner world, which occurs in the process of self-movement of a person along his life path, on which a person knows himself, builds himself, understands the essence of his functioning; to investigate the peculiarities of vocational pre-university education as a focus for personal development on self-building, professional self-determination for the successful growth of professionals in the social sphere. Based on the results of the generalized analysis, it was concluded that the effectiveness and feasibility of e-learning takes into account not only the general principles of learning, but also the specifics of a specific field or subject. These technologies allow students to independently organize their educational process, develop independent work skills and improve their knowledge. The proposed e-learning technologies can be used in universities, faculties and departments where future specialists in social spheres are trained, as well as in advanced training courses with the aim of increasing readiness to interact with clients based on mastering a set of knowledge and skills aimed at transforming informational and reflective, professional-practical and professional-development technologies in the real conditions of the environment of the higher education institution. The conclusions confirmed the substantiation of the necessary pedagogical conditions for improving the quality of extracurricular activities in the environment of institutions of professional pre-higher education regarding future social workers in the conditions of globalization.

APPROVAL OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE OPERATORS IN INFORMATION PROCESSING AND SOFTWARE

The article is devoted to the problem of researching the effectiveness of the process of forming the professional competence of future information processing and software operators in the process of professional training. It was found that the system of training future specialists in the process of professional training is aimed at ensuring their readiness for professional activity, taking into account all components of the educational process of the educational institution. It was clarified that the important factors of the problem of the formation of professional competence of future specialists in the process of professional training are inadequate readiness for professional activity and the appropriate level of their professional competence for such activity. It was revealed that the process of formation of professional competence of individuals for professional activity is influenced by the following factors: transformation of the content of training of future operators in information processing and software in professional (vocational and technical) education institutions; the prestige of the profession and its social significance; professional development and development of the personality of future specialists; acquisition of practical experience by students of education regarding the implementation of innovative technologies and project activities; purposeful mastery of professional skill and specialty; the formation of a culture of mastery and the readiness of qualified specialists for professional activity. It is specified that the formation of professional competence of future specialists in the process of professional training is oriented towards: purposeful formation of a complete system of professional competences in the process of professional training; development of motivational potential; enrichment of the development of individual and professional qualities, formation of self-assertion, improvement of personal and professional assets, acquisition of one's own style of work; accumulation of experience in professional skills for effective performance of professional activities, improvement of professional abilities and skills for further self-actualization, self-improvement of professional activities, development of quick adaptation to full-fledged future activities; improvement of assets of creative and scientific research, enabling professional self-development in professional activity. The study of the continuity of the development of future specialists to professional activity requires further development.

The Relationship between English Open Class in Junior High School and Novice Teachers’ Professional Development

As an emerging teaching and research activity, open classes have attracted more and more attention from educators, and a series of studies have been carried out. Previous studies have pointed out that open classes have many functions such as communication, research, demonstration, assessment, and competition, and are key events in teachers’ professional development. This paper connects the relationship between junior high school English open courses and teachers’ professional development, and explores the role of open classes for novice teachers. From the perspective of novice teachers, the author first analyzes the research background of this paper from three aspects, Combined with the literature method, this paper analyzes and summarizes the existing research on open classes and the professional development of novice teachers. Then, a questionnaire survey was used to investigate the relationship between open classes and the professional development of English teachers. On the basis of clarifying the relationship between the two, this paper affirms the positive value of open courses in the professional development of novice teachers from the aspects of promoting the accumulation of professional knowledge, improving professional ability, enhancing professional affection, and improving the awareness of professional self-development.

RESEARCH OF THE EFFECTIVENESS OF DISTANCE LEARNING TECHNOLOGIES USE IN THE PROFESSIONAL TRAINING OF THE MILITARY STAFF

In the article the use of distance learning technologies in the professional training and advanced training of personnel of the State Border Guard Service of Ukraine is substantiated. It is proposed to conduct a survey among teachers on a certain list of questions. Each issue of the effectiveness of distance learning technologies is fundamentally described and analyzed. The survey was conducted among the academic staff of Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine (then – SBGSU) and the teachers of Major General Igor Momot Central Training Centre of the SBGSU. The results of the survey are presented in the form of tables and diagrams. It is noted that due to distance learning, the teaching staff mainly uses Zoom, Viber, and Google Meet applications. It was found that foreign distance learning platforms are used by teachers mainly for professional self-development, as well as for additional tasks for cadets, research projects and assignments.Based on these results, the advantages and disadvantages of using distance learning technologies for border guard training were identified. A third of the teachers chose distance education, as it provides training in conditions of forced dispersion and distance, thanks to Internet access. The practical use of technical devices among teaching staff is considered and a comparison with the use of the same means by cadets is proposed. As for the quality of assessment of cadets by teachers when using distance learning technologies, the reasons for its bias are stated, which is related to the difficulty of monitoring the actions and integrity of cadets.

FACTORS OF PERSONAL AND PROFESSIONAL SELF-DEVELOPMENT OF PEDAGOGICAL WORKERS OF EDUCATIONAL INSTITUTIONS FOR CHILDREN WITH DISABILITIES

The essence of personal and professional self-development of pedagogical workers is described in the paper as an activity aimed at transforming oneself as a subject of professional activity, improving one’s professional competence and developing professionally significant personal qualities. The authors carry out an empirical study on factors of personal and professional self-development among pedagogical workers of educational institutions for children with disabilities. Taking the polydeterminism of personal and professional self-development into account, the authors identify and compare the subject and object factors of self-development among teaching staff of organisations for students with disabilities and workers without work experience in these organisations. The basic factors of self-development for teachers and specialists of educational organisations for children with disabilities are: readiness for selfdevelopment as integrative personal education, novelty in activities, as well as attention of the leader to the problems of development and improvement of employees.

Mentoring as a way to the professional development of in-service physics teachers

Nowadays education is facing new challenges based on the changes in the world and society. The generation of pupils has changed and their needs are different to what the teachers were used to. The change not only in teaching and learning methods but also in the way of thinking is necessary. To help teachers to find a different point of view on education and implement the changes, the Regional teachers’ support centres were established. The first two launched in 2021 and within three years there should be 40 centres across Slovakia. The main idea is to provide individual support for primary and lower secondary teachers as well as training in five main topics -i) school curriculum, ii) assessment and evaluation of pupils’ learning outcomes, iii) educational process and teaching style, iv) personalization and inclusive education, v) digitalization. Individual support is provided by a mentor in the form of class observations and mentoring conversations. The physics teachers can be involved and work on professional self-development in the topics they feel they want to improve. The paper reports on the mentors’ activities with the main focus held on the possibility of the in-service physics teachers’ professional development.

An Interview-Based Study of the Factors Influencing the Quality of Professional Training of Science Education Graduates

The proposal of the strategy of developing the country through science education has clarified China’s demand for the development of the science and education industry and the cultivation of science and education talents, and the birth of Science Education majors is an important link in the cultivation of scientific literacy. Based on the grounded theory, we interviewed three Science Education graduates from a university and coded the interview data by using NVivo 12.0 to find eight important factors affecting their professional training and employment choices. The factors are “social factors,” “individual career choice factors,” “campus resources,” “employment advantages,” “professional self-development,” “teacher factors,” “planning for further education and employment,” and “student motivation.” This study analyzes the interaction between the influencing factors, constructs a theoretical model of the influencing factors of the quality of Science Education professional training, explores the problems of the training process of Science Education majors and employment dilemmas, and puts forward corresponding suggestions.

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF TRINITARIAN-SYNERGETIC MODELING OF EDUCATIONAL PHENOMENA ON THE EXAMPLE OF THE PROBLEMS OF PROFESSIONAL FORMATION OF A UNIVERSITY TEACHER

The problem of the effectiveness of synergetic modeling of pedagogical research is considered. A set of principles of trinitarian-synergetic modeling is being developed that is conducive to the effective identification of pedagogical patterns: the substantiation of “non-essential ” elements of the model is no less a significant task than the comprehensive accounting of “essential”; with increasing complexity of the system, the possibility of its accurate description decreases; the synthesis of a set of relatively autonomous models harmonizes the approach to modeling associated with the description of the most significant manifestations of the process under study the study of educational processes should be carried out through the prism of coherence - nonlinearity - openness, interpenetrability of components and subsystems of the model; the death of the system at the bifurcation point is associated with the return of the macro-level parameters of their degrees of freedom to the chaos of the micro-level; the birth of the macro-level is determined by the direct interaction of mega- and micro-levels, as a result of which its emergent properties appear. The modeling potential of the principles is verified by the example of the problems of professional formation of a university teacher. To identify the most significant elements and processes, a structural and functional analysis of the activity of a university teacher is used. At the same time, the initial understanding is that the specifics of changing a university teacher as a professional teacher is related to the learning process carried out by him. As a result, the following trinitarian-synergetic models are being developed: professional self-development of a teacher, the co-creative learning process and the formation of a university teacher in a socio-cultural environment. The description of the professional selfdevelopment of the teacher is revealed in the most detailed way.

PROFESSIONAL SELF-DEVELOPMENT OF A FUTURE TEACHER IN THE INTEGRATED EDUCATIONAL SPACE «UNIVERSITY–SCHOOL»

The article reveals the understanding of the professional self-development of a future teacher in the integrated educational environment «university–school». The article aims at determining of conditions of the integrated educa- tional space «university–school» for the professional self-development of the future teacher. It analyzes the concept of professional self-development of a future teacher. The context of the integrated educational environment «uni- versity–school» is specified in order to determine the conditions, technologies, forms, and methods of professional development of the future teacher. The authors describe the experience of professional self-development of the future teacher in the «university–school» interaction.

Психологічні особливості впливу особистісних якостей на розвиток суб'єктної активності маркетологів

The article examines the personal factors influencing the formation of subjective activity among marketing professionals. The theoretical principles of the subject and subjectivity concept in Ukrainian psychology are analyzed, along with their application in the labor market within business environments. Subjective activity is viewed as a complex systemic-integrative characteristic of an individual, indicating their ability for active, conscious transformation of oneself and the surrounding reality. It reflects the conscious self-realization of a person's inner natural essence, defining them as subjects of life activity and making them autonomous in their life manifestations. The research results on the influence of personal qualities and value structures of novice marketers and marketers with over two years of experience on the forms of their subjective activity are presented. Differences in the structure of relationships between indicators of subjective activity and the personal qualities and value structures of marketers with different levels of work experience are highlighted. It is emphasized that the formation of subjective activity is aimed at professional self-development and self-realization in the work process, serving as a crucial factor in professional growth and career advancement for specialists.

Проблема професійної мобільності як одна з характеристик функціонування майбутнього педагога

The article reveals the essence of professional mobility as one of the characteristics of the successful functioning of the future teacher in professional activity. A description of the concepts «mobility», «professional mobility» is provided. The need to organize such a system of professional training of future teachers is emphasized, which can ensure a purposeful process of forming their readiness for continuing professional self-development, desire and ability to constantly raise the level of professional skills, which would ensure their efficiency and competitiveness in future professional activities. It has been found that the professional mobility of future teachers testifies to their internal readiness for qualitative changes, is manifested in the ability to quickly acquire and generalize new professional competencies; willingness to make decisions and the ability to adapt in the event of a change in the tasks of professional activity, which will ensure their efficiency and competitiveness in future professional activity. It has been determined that a significant amount of theoretical research on the problem of the formation of professional mobility of teachers has been accumulated in the pedagogical literature. The results of the research aimed at identifying the needs and opportunities of modern teachers for continuing professional improvement and changes in professional activity are appropriate. It has been revealed that the future specialist should be open to innovation, be included in teamwork, which will characterize him as a socially competent specialist capable of displaying creativity in professional activity. It has been emphasized that professional mobility is a value-meaningful, dynamic, integrative and integral quality of an individual, which is manifested in his or her specific activity through readiness, reaction and ability to innovate, improve, develop and realize himself in professional activity, ensuring the effectiveness of specific tasks solution within the limits of his or her profession, mastering new techniques and technologies, determining social activity and effective adaptability to transformation processes.