Professional Self-development Research Articles

CHILDFREE CONCEPT, SURROGACY AS WELL AS IN VITRO FERTILIZATION UNDER THE PRIMS OF JEREMY BENTHAM’S UTILITARIANISM AND IMMANUEL KANT’S DOCTRINE OF THE MOTIVE

The modern society faces multiple struggles in the sphere of increase of the population level. Thus, the fertility rate decreases in 0,41% worldwide every single year. Financial and economical crisis, modern wars, military conflicts, lack of social and governmental stability lead to drastic results and make this tendency even more stable. At the same time, health problems, desires to reach incredible level of professional self-development or reach specific business goals or even a specific nature of relationship make people either postpone or completely refuse parenthood. Current legal systems, modernly adopted social and family policies in the countries around the World implement and optimize alternative systems of parenthood, like In Vitro fertilization, available surrogacy services, the procedure of kids’ adoption (probably the most problematic and time consuming one which also remain accessible for individuals mentioned above). However, speaking about alternative ways of becoming parents, level of social judgement and lack of acceptance remain very high comparing to the better social governmental policy. Therefore, political direction can barely do anything in contrast to social opinion. Government cannot guarantee that children born with an application of modern technologies that we are talking about, will be consequently accepted in the society. Will they be equal to “ordinary children” or will they be excluded forever for their“special background”? According to the utilitarian theory, all people try to balance between pain and pleasure. Therefore, our stigmatized social attitude to non-ordinary parents and/or couples make them choose between their personal pleasure and social one, therefore, by choosing between the bigger pain and lesser one towards their personal situation. However, Immanuel Kant would say, that individuals do not have to pay attention to social consequences, but they have to do something what is right instead. They do not choose simply between pain and pleasure, because right thing will not always bring either pure pleasure or pure pain. However, could we really be completely separated from social consequences of our decisions towards parenthood while living in a community? Can we really refuse paying attention to social judgement to decide in favor of something, what is right and reasonable? These issues are specifically highlighted by our current research.

The Teacher's Role in the Use of E-learning Technologies for English Language Learning in Higher Education: the Neural Impact of Electronic Services on the Student's Brain

The process of globalization affects all areas of the education system, necessitating the correlation of the sphere of professional activity with the requirements for the competence of a modern specialist. Mastering the current information and communication space determines the need to master the unified tool of interaction technologies of e-learning English in higher education institutions. Future graduates of higher education institutions, no matter what field they work in, need skills that promote interaction, implementation of professional self-development. Training highly professional specialists with not only theoretical knowledge and practical skills in their specialty, but also advanced means of communication, electronic platforms, knowledge of a foreign language is fully consistent with the main task of the university. Knowledge of a foreign language contributes to professional culture, creates opportunities to freely navigate in the studied scientific research from the field of knowledge. Higher education professors face the task of not only creating the conditions for learning a foreign language, but also to purposefully motivate students to master it as a necessary competence for carrying out professional activities. The study of a foreign language should be professionally oriented, contribute to the solution of cognitive and communicative needs of students. The article researches the most effective e-learning technologies in English classes in higher education institutions (HEI); defines the role of the teacher when using e-learning technologies of English language in higher education institutions; describes the educational centers and platforms for e-learning; defines the neural influence of electronic services on the brain of the student.

Professional self-development of a person as the evolution of his subject potential

In the article, professional self-development is considered as a human activity during which subject potential changes. This allows you to see the logic of the formation of the personality of the profession in a new way. Data from sociological research served as the basis for revealing the specifics of work motivation of young people at the stage of professional self-determination, professional self-actualization, and professional self-realization. The contradiction between external and internal motivational and value factors of professional self-development is revealed. The dynamism of the socio-economic situation of modern Ukrainian society requires professional flexibility from a person. Professional self-actualization today does not look like a linear process of achievements within the once chosen profession. Motivation for constant growth and self-improvement ensures professional mobility: professional development, development of related specialties, and, if necessary, a change of profession. A person realizes his vocation to be himself in various fields of activity - industrial, scientific, artistic, managerial, pedagogical and others, the basis of which is work. For the professional self-actualization of an individual, labor activity is fundamental. The understanding of work as a sphere of human self-actualization leads to the need to create such a quality of working life that would contribute to a person's disclosure of his subjects. A person is not simply "integrated" into the system of labor relations as an object, a kind of "screw", but reveals himself as a subject of a specific professional activity, with certain requirements for work, aimed at satisfying a wide range of needs and actualizing abilities. A person's labor activity, which is especially characterized by joint work with other people, allows meeting various social needs of a person in cognition, communication, developing cognitive, communicative and other abilities. The proposed approach is of great importance not only for the theory of professional self-development of the individual, but also for solving practical tasks of increasing the effectiveness of professional education.

The Mediating Roles of Emotional Expression and Self-Esteem in the Relationship Between Social Problem Solving and Psychological Well-Being of Nursing Students

Abstract
 Objectives: The main purpose of nursing education is to make students self-confident, healthy professionals who can solve their problems.This study aimed to the examination of the mediating roles of emotional expression and self-esteem in the relationship between social problem solving and psychological well-being of nursing students. 
 Materials and Methods: The study was conducted in an analytical cross-sectional design. The sample consists of 476 nursing students. Data were collected using the Social Problem Solving Scale (SPSI), the Rosenberg Self-Esteem Scale (RSE), the Expression of Emotions Scale (EEQ), and the Psychological Well-Being Scale (RPWBS). The data were evaluated by process analysis and Pearson correlation analysis. 
 Results: The analyzes revealed that a strong positive relationship exists between psychological well-being and social problem-solving skills. We found that social problem-solving skills have a positive impact on psychological well-being and emotional expression has a mediating role on this relationship. However, we determined that self-esteem does not have a mediating role in this relationship.
 Conclusion: Findings revealed the importance of self-reinforcing and different personal development-oriented trainings to improve students' psychological well-being. We recommended to gain communication and problem-solving skills that will strengthen the psychological well-being of the student in the development of professional self.

Субъектное обучение

The ability to act in the subject world of human existence and the cognitive world of cognition is not genetically transmitted, but is absorbed lifetime, subjectively, which is the fundamental basis of all learning. A person, filling the content with the position of personal and professional self-development, masters the social experience of activity in subject self-study. The necessary conditions for assimilating public experience in subject learning are formulated, illustrated by examples.

Coaching technologies in socionomy specialists' professional self-development in supporting families with children having special needs

The aim of the article was to evaluate the effectiveness of coaching technologies in training social workers to work with families that have children with special needs. The research involved the following methods: formative experiment, where the Professional Coaching technology is implemented as an influence; tests as tools to determine the level of theoretical knowledge, Job Satisfaction Test, Ontogenetic Reflection Self-Assessment Test; observation to determine the specialists’ communication skills level; statistical data processing. The research involved two samples - experimental and control, which included social workers. Social Competence Model in working with families that have children with special needs was developed, which consists of motivational-value, cognitive, communicative-activity and reflective criteria. The dominance of medium levels of social workers’ social competence in working with families that have children with special needs was found. The effectiveness of the developed coaching system is proved. It was found that the formative influence is more effective for the cognitive and reflexive criteria than for motivational-value and communicative-activity criteria. The obtained results can be guidelines for further improvement of the developed Professional Coaching system. Further research prospects involve studying the impact of coaching on the self-development of not only social workers but also other socionomy specialists.

PROFESSIONALLY IMPORTANT QUALITIES OF FUTURE PENITENTIARY SPECIALISTS AND FUTURE MILITARY OFFICERS OF UKRAINE

the article analyzes the main professional functions, which require the presence of professionally important qualities, of the penitentiary workers in the state criminal-executive service of Ukraine as well as military officers. On the basis of scientific and pedagogical research, a set of professionally important qualities of future law enforcement specialists of the penitentiary system and military officers is determined and substantiated, namely, leadership qualities, responsibility, critical thinking, stress resistance, willpower, professional self-development and adequate self-esteem.

A possible model of axiological education for preschoolers

This article presents a system of theoretical ideas that formed the basis of the conceptualization of the directions of axiological education for preschoolers necessary for the valorization, in the educational environment, of the values as goals, values as means and values as evaluation criteria through effective valorization of the educational partnership dimensions. The content of the article highlights the pedagogical conditions that ensure axiological education because, unlike the education through and for values in general education, the problem of immediate valorization of the axiological referential cannot be addressed in preschoolers. Designing the stages of achieving an educational partnership on the dimension of axiological education, leads to essential clarifications at the level of designing objectives, contents and appropriate strategies to achieve the values as goals. Educators are open to collaboration in the sense of continuous professional self-development for a competent approach of preschool education. The interpretation of the rapport value - education, value -attitude, and value - mean from a predominantly sociocultural perspective, allows the interpretation of values as social facts. The opportunity to combine efforts within the educational partnership for the formation of value orientations results from the content of education policy documents (Education Code), from the content of curriculum documents, imposed by the challenges of the contemporary world.

Debatability as a principle of teacher education: methodological aspects and practical implementation

Introduction. Debatability is considered as a manifestation of dialogism and as one of the conditions for the formation of democratic thinking. The main characteristics of debatability as a principle of teacher education are revealed: realization of the right to formulate one's own professional position and its public discussion; harmonious combination with the main methodological approaches in education; creative and probabilistic character; joint identification of the meanings of pedagogical activity. The preparation of future teachers for the implementation of debatability in the educational process is defined as the modern mission of a professional pedagogical institution. The relationship between the philosophical substantiation of the principle of discussion and its specific implementation in the activities of a teacher of pedagogical disciplines is shown.Materials and Methods. With the use of the theoretical analysis, the properties of the discussion that determine its use in the professional training of future teachers are highlighted. The ideas of students of the pedagogical college about the influence of the role and place of discussion in their professional training were studied and analyzed on the basis of the results of the survey and the products of activity. Also, a conversation was held with fellow teachers about the possibilities of using the discussion. The ranking method made it possible to identify the most effective methods for implementing the principle of discussion in the practice of teaching the academic discipline «Pedagogy».Results. The ideas of future teachers about discussion forms and methods of teaching have been studied. The main methodological methods for implementing the principle of discussion in teacher education are considered. The risks and limits of the application of the discussion are substantiated. The development of debatable forms and methods of teaching is considered as a condition for stimulating professional self-development. Potential directions for improving the professional training of future teachers for mastering the discussion are identified, including the expansion of the use of discussion by students in the course of teaching practice.Discussion and Conclusions. The implementation of the principle of discussion predetermines the rejection of traditional subject-object models of pedagogical education and the transition to a dialogic model. The equality of the main methodological approaches (culturological, dialogic, axiological, activity, anthropological, personal, technological) requires the implementation of their balance in the methodological activity of the teacher. The choice of discussion as a teaching method depends on the value priorities of the teacher. Modern students are ideologically ready to participate in dialogic forms of education. Democratic thinking as a tool for the humanistic worldview of future teachers is one of the main results of the discussion.

РЕФЛЕКСИЯ КАК СРЕДСТВО ПРОФЕССИОНАЛЬНОГО САМОРАЗВИТИЯ ПЕДАГОГА

The paper actualizes the problem of professional self-development of a teacher in modern dynamically changing conditions, sets a goal and justifies that reflection is one of the means for professional self-development of a teacher. The study methods used include analysis, comprehension of theoretical sources and generalization of experience. The author makes an attempt to define the (working) concept of “individual reflective map”, proves and concludes that it is necessary to develop individual reflective maps for a deeper understanding (reflection) of the teacher’s own professional activity.

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

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

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

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

THEORETICAL ISSUES OF FUTURE TEACHERS’ SUSTAINABLE PROFESSIONAL SELF-DEVELOPMENT

The article highlights some theoretical issues which are crucial for future teachers’ consistent professional growth. The paper touches upon the essence of the concept of «professional self-development» within the framework of teacher training. The research fundamental idea is traced back to its scientific origins an analysis is conducted to define the concept. It is stated that despite many published works that focus on or address a particular topic, there is ambiguity of approaches to the interpretation of «professional self-development» in scientific and pedagogical literature. The paper presents Ukrainian and foreign scientists’ understanding of the essence of professional self-development. The research reveals that in contemporary pedagogical science, professional self-development is viewed as a multifaceted concept. According to scientists, professional self-development of a teacher is regarded as a distinct activity that follows a particular structure, which includes elements such as motives, goals, content, subjects, objects, means, implementation conditions, approaches and outcomes. The concept and fundamental nature of «professional self-development» are analyzed and explored. According to the concepts of scholars, the author's definition of this phenomenon is explained, specifically within the context of the terminological field of training future teachers for their profession. Within the current scientific space, there exist multiple definitions of the term «professional self-development», each with their own distinct differences and variations determined by the researcher’s perspective, subject area of study, scientific beliefs and interests. Upon analyzing the conceptual and terminological framework of the research, it can be concluded that although there are numerous interpretations of the central concept in pedagogical discourse, professional self-development of future teachers is primarily regarded as a deliberate and innovative approach that involves improving one’s own personality and developing oneself into a professional. The author states that professional self-development is an essential aspect of pedagogical activity and a crucial element of contemporary teacher training. Key words: future teacher, professional self-development, teachers’ training, professional growth, self-education.

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

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

ФОРМУВАННЯ САМООСВІТИ ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ У СФЕРІ ФІЗИЧНОГО ВИХОВАННЯ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ В УМОВАХ ДИСТАНЦІЙНОГО НАВЧАННЯ

Consideration of the issue of self-education of higher education teachers is due to the requests of higher professional education systems regarding the training of highly qualified personnel in the professional field, the need for specialists in personal and professional growth and self-development. The article substantiates the need for self-education of teachers of higher education institutions, especially in the conditions of distance learning, defines the essence of self-education of teachers and their readiness for self-education, the technology of organizing self-education. On the basis of an empirical study, using a questionnaire, the level of readiness of teachers of higher education institutions for self-educational activities for the period before and after the introduction of quarantine restrictions and the transition to distance learning of students was revealed. The organizational and pedagogical conditions of readiness for self-educational activity, which formed the basis of the proposed practical recommendations, are highlighted. Improving the level of professional competence of teachers is one of the main directions of reforming the education system. The main form of improving the level of professional competence of higher education teachers is professional self-development through purposeful self-educational activities. Modern pedagogy requires highly qualified specialists who are able to creatively approach the organization of the educational process and achieve high-quality results. The duties of teachers include constantly improving their own professional level and pedagogical skills, ensuring the scientific-theoretical and methodical quality of teaching the discipline within the framework of the specialty education program, etc. Self-education becomes the main way of developing professional competence, which is the most complete mastering, updating, increasing and deepening of knowledge, generalization of pedagogical experience with the help of self-development activities and personal improvement. With this ability of higher education teachers to obtain additional pedagogical knowledge, abilities, skills and contribute not only to their self-realization in both personal and professional activities, but also to the quality training of students. Key words: self-education, self-educational activity, teacher of a higher education institution, readiness for self-education, distance learning.

ОСОБЛИВОСТІ ПРОФЕСІЙНОГО САМОВИЗНАЧЕННЯ МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ В УМОВАХ ЗАКЛАДУ ФАХОВОЇ ПЕРЕДВИЩОЇ ОСВІТИ

The article explores the peculiarities of self-determination of future social workers under the influence of modern transformations in all spheres of life. Educational policy in Ukraine is changing in response to society's demand for improving the quality of vocational pre-university education to ensure the competitiveness of graduates on the labor market, shifting emphasis from training humanitarians and economists to professional training of specialists in the social sphere, taking into account the regional need for specialists of a certain profile. Focusing on the paradigms of the cognitive process, within the framework of which there is a shift in emphasis, the idea of self-determination in the conditions of the institution of professional preliminary higher education is defended. The modern level of extra-primary activities in the conditions of an educational institution of vocational pre-higher education has been clarified. Conditions have been created for determining the criteria, indicators and level of participation of vocational pre-higher education students in extracurricular activities. Special forms and methods of working with students of vocational pre-university education were analyzed and substantiated. Stages of formation and approval of extracurricular activities have been created. The list of necessary conditions for the formation of the system of theoretical knowledge, practical abilities and skills necessary for the effective realization of oneself as an individual in the process of professional training is given in the applicants of vocational education; promoting the development and formation of personal qualities that will contribute to the formation of oneself as a specialist in the social sphere. The purpose of the article was to identify the features of extracurricular work with future social workers, which is aimed at the formation of professional self-development and ensures the effectiveness of the actions of appropriate pedagogical technologies in the conditions of an institution of preliminary higher education. Considerable attention is paid to the problems of extracurricular activities, on the basis of the analysis, the strengths of professional pre-higher education are highlighted, the expediency of using effective methods of extracurricular activities is clarified. Conclusions have been made regarding the need to improve the domestic system of professional pre-higher education, to quickly and adequately respond to constant changes and instability of social life, shifting educational emphasis towards working with students to increase their responsibility for learning outcomes and mastering modern learning technologies. The prospect of further development of the investigated problem is the definition and justification of the necessary pedagogical conditions for improving the quality of extracurricular activities in the environment of a professional college for future social workers in the conditions of globalization. Key words: self-development of personality, future social workers, professional pre-higher education, extracurricular activities.

Professional-developing potential of a teacher's digital integrative educational environment

Introduction. In the modern dynamically changing conditions of all spheres of the economy and society, the influence of the digital transformation of the educational environment on the professional selfdevelopment of a teacher is rapidly increasing, which determines the need to study systemic changes in this process. The purpose of the study: to determine the influence of the professional development potential of the digital integrative educational environment in the totality of its structural components on the process of self-development of the teacher. Materials and methods. Forty-three teachers from general educational institutions of Krasnodar city and Krasnodar region (Russian Federation) took part in the study. Research methods: questionnaire survey, comparison, ranking, correlation analysis. Results. The self-development of a teacher by 85,6% depends on the influence of the professional-developing potential of the digital integrative educational environment, including the microenvironments of educational organizations, the mesenvironments of professional communities, the macroenvironment as a global unified system. These structural components are equally important for the self-development of the teacher, which confirms the systemic nature of the digital educational environment, its properties of integrativity and emergence. The self-development of a teacher as a professional equally depends on the accessibility and openness of this environment, saturation with professional development resources, interactivity as feedback (the average scores for these evaluation criteria are 76,79; 77,22; 77,11, respectively, with a maximum value of 90 points). The listed criteria for assessing the professional development potential of the digital integrative educational environment are reliably interrelated with each other (tf >tst at α = 0,05). Conclusion. As a result of the research, the professional-developing potential of the digital integrative educational environment in the totality of its structural components (microenvironment, mesenvironment, macroenvironment) is revealed, its influence on the process of teacher self-development is substantiated. This new approach allows us to use the results obtained in improving the effectiveness of professional and pedagogical self-development, which is the practical significance of the study.

Institutions of professional higher education as a condition for successful personality development

The article considers the constituent conditions of self-determination of future social workers in the environment of institutions of professional pre-higher education. The modern level of extra-primary activities in the institution of vocational pre-higher education has been revealed. Special forms and methods of working with students of vocational pre-university education were analyzed and substantiated. The list of necessary conditions for the formation of the system of theoretical knowledge, practical abilities and skills necessary for the effective realization of oneself as an individual in the process of professional training is given in the applicants of vocational education; promoting the development and formation of personal qualities that will contribute to the formation of oneself as a specialist in the social sphere. The purpose of the article was to identify the need to understand the problems of professional training and put forward special requirements for the training of specialists capable of solving social problems. Considerable attention is paid to the problems of extracurricular activities, on the basis of the analysis, the strengths of professional pre-higher education are highlighted, the expediency of using effective methods of extracurricular activities is clarified. She 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 expediency of extracurricular activities is possible under the condition of purposeful activity of the students of professional preliminary higher education, and this, in turn, requires the study and staging of an experiment for self-evaluation and self-affirmation of future social workers as professionals. 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.

Professional self-realization of a university teacher in an online communication educational environment

Introduction. In accordance with the Incheon Declaration adopted at the World Education Forum in May 2015, UNESCO was tasked with guiding and coordinating the implementation of the Education 2030 Agenda. An important factor determining the success of solving the tasks set (ensuring inclusive and equitable quality education and encouraging lifelong learning opportunities for all) is the factor of the dynamics of the educational environment, which is intensively transformed and modernized in the conditions of digitalization of the entire educational space, while having a significant impact on the possibilities of professional self-realization of teachers of educational institutions. The purpose of the study is to determine the structure of the modalities of professional self-realization of a teacher, taking into account their semantic meaning in the conditions of an online communication educational environment. Materials and methods. The study was carried out with the participation of 76 teachers of pedagogical universities in Moscow. The method of psychodiagnostics of the level of partial readiness of the examined persons for professional selfdevelopment was used. This method is designed to determine the main components of self-development in relation to specific conditions of professional activity. The survey was conducted remotely using Google Forms, generalization and systematization of the data obtained. The methods of statistical data processing were used: percentage calculations, the criterion of reliability of the differences of the t-Student. The results of the study. Teachers consider unavailability to work in an online environment (45%) and insufficient information and communication technology skills (60%) as perceived barriers to self-realization. To overcome such obstacles, the majority of the surveyed consider it necessary to form motivational (90%) and operational (84%) readiness, that is, the development of practical skills through information and communication technologies and the development of cognitive competence in general (76%). The motivational component of the potential for professional self-development is significantly higher in the older age group, which indicates the greater importance of additional motivation for these individuals when working in an online communication educational environment. In the younger age group, this indicator is also quite high and characterizes the average level of development of professional self-development potential, but the differences between both groups are significant. Conclusion. Self-realization of the potential of a teacher of a pedagogical university in an online communication educational environment depends on his individual motives for self-development. But the age of the teacher, his teaching experience and professional experience are of fundamental importance and quite specific meaning for assessing the possibilities of his self-development in such conditions of the educational environment. Keywords: educational environment, professional self-development, self-actualization, the potential of professional selfdevelopment, professional self-realization of the teacher, the modalities of self-realization of the teacher, the semantics of the modalities of self-realization

Professional identity formation: preferences and assessments of the medical university students

Introduction. Today’s world is facing more and more challenges, these are accidents and emergencies, the growth of infectious diseases, natural disasters and military conflicts. These conditions stipulate the medical education system to provide high-quality professional training of specialists in demand. The topicality of the study is associated with searching for effective ways of the medical students’ professional identity development. The purpose of the study is to identify the high medical school students’ preferences in the process of their professional training at the university. Materials and methods. The theoretical and methodological foundations of the study are based on student-centred and professional methodological approaches. The empirical base of the study includes the results of a group survey of the students of I.P. Pavlov Ryazan State Medical University (Russian Federation). It involved 146 respondents, among them 57 were the first-year students and 89 the thirdyear students. The methods of mathematical statistics: non-parametric criteria φ*-Fisher's angular transformation; Pearson's chi-squared test. The results of the study confirm the stability of professional interests and motivation of junior students. It was found that 3rd year students determined with the specialization, much more often than 1st year students (φ*emp = 1.851; p<0.05). The data obtained show the tendency of medical students to research and volunteer activities. Starting from the first year of studies, the students are eager to choose disciplines for specialty. The interest in mastering English-language scientific discourse is observed; this indicator is markedly higher among postgraduates. The scientific novelty of the study lies in the identification and analysis of pedagogical facts characterizing the stable attitude of junior medical students to professional self-development. The practical significance entails the possibility of using the obtained data for timely identification of medical students’ preferences and interests in their junior years. Conclusion. As a trend for further research, the development of an individual trajectory of education for medical university students in the process of their professional identity development can be proposed. Keywords: professional identity, personal qualities, research activity, volunteering, teaching and learning a foreign language, medical university students