Problems Of Personal Development Research Articles

DIFFERENCES IN INDICATORS OF EXISTENTIAL FULLNESS OF REPRESENTATIVES OF DIFFERENT GENERATIONS

The article presents the results of a study on indicators of existential fulfillment among representatives of different generations. The study was conducted on a sample of representatives of generations who share the same sociocultural space and constitute the most active part of society - generations X, Y and Z. The results of the study made it possible to supplement existing ideas about intergenerational differences and prerequisites for a high level of existential fulfillment. The data obtained will be useful and applicable in the field of practical and theoretical psychology and can be used in advisory practice on problems of personal development, meaning-making, formation of personal maturity and psychological culture of the individual.

Е.О. Смирнова о нравственном воспитании детей

Background. Nowadays the issues of child upbringing have acquired special importance, which makes it crucial to update psychological and pedagogical research on the problem of personality development, to analyze and rethink theory and practice of forming ethical behavior in preschoolers, to search for solutions to the most challenging issues of moral development of children. Objective. [e article is devoted to E.O. Smirnova’s approach to the problem of upbringing in preschool, which was presented in her few works in the beginning of the 2000’s. Results. E.O. Smirnova’s views on the psychological foundations of moral education of preschoolers are based on the theoretical provisions of M.I. Lisina about the dual basis of interpersonal relationships between children — the object and the subject. Genuine moral behaviour is conditioned by the predominance of the subjective basis in the relationship to a peer, which is based on the perception of the other as a self-valuable person. [e balance between the two bases or the predominance of the subjective basis in interpersonal relations serves as the foundation for ethical behavior, but not for moral one. According to the views of E.O. Smirnova, in this case, children tend to follow ethical norms and rules, though only in speci\c situations when their behavior can be positively evaluated by peers or adults. Such ethical behavior is aimed at self-a]rmation of the child and increase in their self-esteem. Subject attitude towards a peer contributes to the transfer of ethical norms and rules into the real behaviour of the child. Following rules acquires the character of value: child cannot act otherwise. As L.S. Vygotsky wrote: “[e one who does not notice that he is acting morally acts morally.” Conclusions. [e theoretical approach to the problem of moral behavior in preschoolers served the basis for experimental work carried out under the guidance of E.O. Smirnova. [e study proved that to ensure genuine moral behavior the sense of communion and fellowship with others should become central issue in the upbringing of children. [is process involves removing \xation on themselves and their assessments, i.e., forming subjective attitude towards peers and adults. Practical application of the results. [e obtained results were used in practical work — a correctional and developmental programme aimed at providing a “special vision of the other” through the experience of living within a community and involvement with each other in real interaction was developed. Elena Olegovna Smirnova’s idea about the formation of subjective relationships as the main psychological condition of moral education might expand the possibilities of this approach application and extend it beyond the interpersonal relationships of children and their interaction with other people. “[e understanding of moral behavior is extremely expanding, because we acquire the right to talk not only about moral behavior in the narrow sense of the word, but also about the moral attitude to things, to oneself, to one’s body, etc.” (L.S. Vygotsky).

Study of preadolescent personality development

This article presents the quantitative and qualitative results of a comparative theoretical-experimental study in which the problem of personality development in adolescence was studied according to the social situation of development: families and placement center. Differences in the personality profile of preadolescents were established and the causes that determined these differences in personality traits were described.

The Problem of Personal Development in the Context of Social Anomie

The article is devoted to some prospects for personal development. In contemporary societies, personal development often occurs in parallel with significant larger-scale changes of a social, socio-psychological and cultural nature. These include wars, socio-economic crises or unfavourable changes in epidemiological situations that lead to the distortion and modification of social norms and values. In such conditions, a person succumbs to uncertainty and is alienated from their environment. These phenomena are characterized by the term “social anomie”. Hence, out of all the factors contributing to personal development, professional activity significantly contributes to a person’s ability to overcome anomie and reintegrate into society.

DEVELOPMENT OF THE INNOVATIVE POTENTIAL OF YOUNG PEOPLE ON THE BASIS OF THE USE OF THE UNIVERSITY HACKATHON ECOSYSTEM

BACKGROUND AND OBJECTIVES. Significant contradiction between the need of modern Ukrainian society in innovation-oriented specialist personality, on the one hand, and the level of readiness of university graduates to innovative professional activities, on the other hand, generates the problem of finding ways and means of formation of innovative potential of personality in scientific and educational environment of university on the basis of holistic dual educational concept. Problematic issues of how to organize the process of professional training of future specialists, how to promote the development of their innovative potential, what are the conditions and mechanisms of this process constitute the problem field of this studyMETHODS. The research used methods – activity approach to the problem of personal development; personality-oriented approach to professional training of students; competence approach to university training of students; acmeological approach to the study of human development; mutual influence of personal and professional development; environmental approach – to the problem of formation and development of students' innovation potential. Processing of the results of the survey to determine the proportions of the main components of students' innovation potential on the basis of Hackathon ecosystem was carried out by expert method.FINDINGS. The mechanisms for implementing the concept include the integration of education, science and practice; analysis of innovation needs and innovation capabilities of subjects of education; creation of infrastructure elements necessary for the functioning of the innovation system at all stages of the educational process; formation of a data bank of innovative projects, ready for implementation, technology platforms, information support for the development of innovative youth potential in the scientific and educational environment of the university.CONCLUSION. Scientific and educational environment of the university is a synthesized integrated phenomenon that systematically combines the structures of research, scientific, pedagogical and other activities in their complex interaction to implement the goals and objectives of training and professional and personal development of specialists, ready for innovative activity in the conditions of lifelong learning. The expected results of the concept are expressed in the transition to the use of modern dual educational programs, methods and technologies of educational process implementation in the university, aimed at continuous development of innovative thinking of young people, improving skills and motivation, identifying and setting tasks of creating new knowledge aimed at their solution, information search and processing, independent and teamwork and other competencies of innovative activity based on knowledge of its essence and on practical experience.

Personal development in difficult life circumstances in the context of the anthropological paradigm

The article states the problem of personality development in difficult life circumstances in the context of the anthropological paradigm. The actualization of this issue is associated with increase in the number of people with developmental disabilities, an assessment of their condition and increase in the availability of facilities and services in the lives of persons with disabilities. As an initial concept, an anthropological approach to research is presented, which is rarely used to solve problems of personality development in difficult conditions, which represent a significant challenge to its successful socialization. The article draws attention to the disclosure of the "law of compensation", which is equally necessary for both normal and complicated development of the individual for his ability to self-manage his own development and well-being. Special attention in the context of the anthropological paradigm is paid to the disclosure of theoretical approaches, such as: hermeneutic, ontological, phenomenological and synergistic, constituting the methodological basis for human preservation and revealing the essence of the “special person” as the focus of individual, subjective, personal, individual and universal principles. Various types of attitudes of modern society towards persons with disabilities, the conditions for the interaction of the "healthy world" and the "sick world" and the integration of people with disabilities into a full life are considered. The ways and means of practical implementation of successful personal development in the process of overcoming difficult life circumstances are shown, as well as the positive goal-setting of inclusive education, which ensures the full inclusion of persons with disabilities in a society of social progress is revealed.

Perinatal psychology: mother's emotional burning

The article examines the modern phenomenon of "mother's emotional burnout" in the work of psychotherapists and psychologists. It is demonstrated that the modern conditions for the implementation of maternal activities do not correspond to the capabilities of a woman and the tasks in the development of a child. Changes in the priorities of society's value orientations are considered. The factors that determine the appearance of emotional burnout of the mother are revealed, the role of psychological approaches in the formation of public opinion and the request of a modern woman to achieve the image of the "ideal mother" is highlighted. The formed stereotype is considered that only the mother should be with the child in the first months and years of its life, that the mother cannot and should not be replaced by someone else, that this will harm the child. The symptoms of emotional burnout in the maternal sphere and professional emotional burnout are correlated. The formation of psychological protection, which manifests itself in mental and physical exhaustion, is considered. The distribution of care, changes in the family structure, which have a negative impact on the efficiency and awareness of maternal activity, are discussed. A proposed change to the existing model of motherhood. The considered model of "deepening" into motherhood and focusing on the needs of the child, on caring for him, on his upbringing, as a defense, the form of which can be a focus on the technical side of caring for the child, which harms direct communication. The symptoms that are a consequence of real physical exhaustion and may have manifestations of more serious somatizations are revealed. The tendency that all problems of personality development are caused by the violation of early mother-child relations is considered. The directions of maternal functions and activity results are revealed. An analysis of the main symptoms of emotional burnout and its causes from the point of view of parenting was carried out. Methods of psychological assistance to women with the syndrome of "emotional burnout of the mother" are offered.

Modern Technology And Competence In Dispute Management And Resolution (In The Context Of Mediationtion In Family)

In this article, we will talk about the various principles of conflict resolution, which serve the development of social, economic, interpersonal relations in modern societies and are widely used in all forms of social system (family, economy, production, labor market, state administrative practice), democratic principles that ensure the protection of human rights and freedoms, the introduction of conflict resolution methods into the practice of the neighborhood, the problems of personal development through effective eradication of crises have been investigated.

Use of Arttherapy Techniques in Pedagogical Accompaniment of Children with Special Educational Needs

The article emphasizes the fact that the problem of providing effective pedagogical support for personal development of children with mental and physical disabilities occupies an important place in the educationa theory and practice of modern Ukraine. Among scientists there are different approaches to determining its content, purpose and objectives. Most researchers consider pedagogical support of children with special educational needs (SEN) assystematic actions and measuresaime datensuring positive results in the educational process. The main tasks of pedagogical support of children with psychophysical developmental disorders are to ensure their social adaptation and over come difficulties in communicating with peers; prevention of problems of personal development and upbringing of the child; providing assistance in solving current educational problems and socialization; implementation of psychological and pedagogical counseling for parents. The authorsempha size that art therapy is rightly considered to be an effective means of pedagogical influenceon children with SEN in an inclusive educational space. Art therapy as a method of diagnosis, change and resource development of an individual, group or team through the use of different art sand their own creative activities has a wide field of application in various areas of teaching. To achieve a positive result in the pedagogical support of children with SEN the following arttherapy means are used: drawing therapy, fairy-tale therapy, sand therapy, music therapy, photo therapy, color therapy, which can be integrated, completing each other. It is scientifically proven that theuse of different types of arts contributes to the development of a child’s emotional and communicative sphere, the establishment of interpersonal communication, taking into account emotional state of peers. During art therapy classes peculiarities of interpersonal communication are revealed, obstacles in its establishment are found and over come, and as a result the development of social-communicatives kills of children with SEN.

ПРЕПОДАВАНИЕ ПСИХОЛОГИИ В ШКОЛЕ КАК СРЕДСТВО ФОРМИРОВАНИЯ ПРОИЗВОЛЬНОЙ ФОРМЫ САМОСОЗНАНИЯ ПОДРОСТКОВ

Statement of the problem. The authors analyze the problem of forming an arbitrary form of self-consciousness among teenagers in the process of mastering psychology as a school discipline. The purpose of the article is to develop a concept of teaching psychology at school based on the theory of L.S. Vygotsky about the stages of development of mental functions. The research methodology is based on the cultural and historical theory by L.S. Vygotsky, on the analysis and synthesis of research works by international and Russian scientists on the problems of personal development, in particular, self-consciousness, recognized by the scientific community, as well as the experience of teaching psychology at school. Research results. Based on the cultural and historical theory by L.S. Vygotsky about the development of higher mental functions, the authors suggested and theoretically showed that teaching psychology at school can contribute to the formation of an arbitrary form of self-consciousness among adolescents. Self-coaching, as a form of internal self-communication, is a psychological means of developing self-awareness. Based on this, the preparation of psychology teaching programs for grades 5–11 should be based on a system of psychological knowledge, skills and abilities that allow a teenager to achieve a better self-awareness at each age stage. On the basis of this conceptual system, teenagers form their own psychological concept, “psychological theory”, which is the basis for understanding, interpreting and correcting their own thoughts, desires, actions, and behavior of people around them. Conclusion. The authors’ concept of teaching psychology at school, which includes self-coaching as a controlled form of internal dialogue, provides a student with a system of psychological concepts that contribute to the generalization and awareness of the subjective experience of his / her self-feelings, reflections and experiences.

УНИВЕРСАЛЬНЫЕ ПСИХОЛОГИЧЕСКИЕ ДЕЙСТВИЯ САМОКОУЧИНГА КАК СРЕДСТВО РАЗВИТИЯ ПРОИЗВОЛЬНОЙ ФОРМЫ САМОСОЗНАНИЯ УЧАЩЕГОСЯ

Statement of the problem and purpose of the article. In the concept of teaching psychology at school as a discipline, we develop and analyze the previously developed theory of auto-psychological competence in its practical application: as an opportunity to develop competence in relation to oneself at school age. One of the main concepts and psychological means of development is self-coaching as a form of auto-communication. In this regard, we will present a number of theoretical reflections on the topic of internal dialogue. The research methodology is based on the theory of activity by A. N. Leontiev, as well as on the analysis and generalization of research works by international and Russian scientists on the problems of personal development. Research results. The universal psychological actions of self-coaching highlighted in the proposed concept are an attempt to test a set of specific psychological methods, techniques, operations aimed at solving psychological problems of self-understanding, self-evaluation, and self-correction in the course of teaching psychology at school. The means of forming effective reflexive mechanisms (self-awareness) is auto-communication coaching (self-coaching), which is based on the ability to formulate questions to yourself in relation to significant psychological manifestations. Conclusion. Teaching psychology at school (a system of psychological knowledge and skills mastered by a student using psychological self-coaching technologies) is considered as a psychological means of forming a reflexive, arbitrary form of self-consciousness. The developed training program provides a student with a system of psychological concepts that contribute to the generalization and awareness of the subjective experience of his self-feelings, reflections and experiences.

ЖЕКЕ ТҰЛҒАНЫ ТӘРБИЕЛЕУДЕГІ ҰЛТТЫҚ ҚҰНДЫЛЫҚТАРДЫҢ РӨЛІ

The article raises the problem of training and the formation of students' personal competencies by introducing national values in modern education. The problems of personality development are considered. The analysis of the Kazakh language lessons and intra-school educational activities that contribute to the formation of national values among students is given. An overview of effective methods of introducing national values that can be successfully applied in your experience of becoming a professional specialist and improving your knowledge for all educators is given.

PSYCHOLOGICAL FEATURES OF DEVELOPMENT OF PERSONAL DIGNITY IN ONTOGENESIS

The paper represents the results of a scientific analysis of theoretical approaches to the study of personal dignity development problem. The relevance of psychological research on the problem of personality development is associated with such value as dignity. Human dignity is the absolute value of man on the basis of his human nature. Dignity is considered to be the most important parameter of human life; complex integrative personal education connected with self-development of a person and consistent achievement of results in the social sphere as well as in the area of personal and spiritual growth.In modern studies, personality development is seen as a special kind of internal change associated with the emergence of new elements, as well as changes in the structure and specific relationships between its elements. In philosophy, postmodern development is defined as self-unfolding, a qualitative change in the nature, activity, and mental activity of a substance; as a change in the sequential history of a system object. In the concept of developmental learning, development is interpreted as the formation of abilities through the development of ways of activity in various fields. In Cognitive Psychology, J. Piaget explored the peculiarities of the development and functioning of moral consciousness in connection with the gradual formation of the cognitive abilities of the child.Possibilities and features of personal dignity development were explored on a comparative model of the development of ego by J. Levinger and S. Cook-Greuter. The model of development as a unity of continuity and continuity, presented in the comparative theory of ego development allows us to trace the possibilities and features of the development of dignity of the individual. The fundamental position for becoming a person of dignity is determined by the stage of honesty.

Теоретизация возможностей управления качеством включенности личности в спортивно-образовательную среду ДЮСШ

We define the features of managing the involvement quality of a person in the sports and educational environment of the sports school as an innovative model and technology for solving problems of personality development. The problems of theorization the possibilities of managing the involvement quality of a person in the sports and educational environment of the sports school are identified and systemically justified, the goal of theorization the possibilities of manag-ing the involvement quality of a person in the sports and educational environment of the sports school is indicated. The concepts of “managing the involvement quality of a person in the sports and educational environment of the sports school”, “theorization the possibilities of managing the involvement quality of a person in the sports and educational environment of the sports school” in the traditional (broad meaning, narrow meaning, local meaning) and innovative perspectives of scientific theorization (personalized meaning, unified meaning, synergistic meaning). The compo-nents of scientific and pedagogical research are theorized in refinement and detail of models of managing the involvement quality of a person in the sports and educational environment of the sports school, functions of managing the involvement quality of a person in the sports and educa-tional environment of the sports school, principles of managing the involvement quality of a per-son in the sports and educational environment of the sports school, technologies of managing the involvement quality of a person in the sports and educational environment of the sports school. We define the pedagogical conditions for increasing involvement quality of a person in the sports and educational environment of the sports school. Perspectives of theorization and realization of possibilities of involvement quality of a person in the sports and educational environment of the sports school are highlighted.

Features of self-concept of adolescents who are brought up in the conditions of paternal deprivation

Introduction: this article deals with the problem of personal development of adolescents who are brought up in the conditions of paternal deprivation, on the example of the content aspects of the main components of their Self-concept. On the basis of the analysis of the actual data presented in modern studies, the trend of growth in the number of incomplete (maternal) families and the specifics of the development of children and adolescents from such families is stated. The author gives a general assessment of the degree of study of the problem of Self-concept in adolescence and shows its lack of development in relation to adolescents raised in conditions of paternal deprivation. Materials and Methods: a comparative analysis of the features of the content aspects of the main structural components of the Self-concept of adolescents from full and maternal families, a total of 170 people was carried out. The content characteristics of the cognitive component of the Self-concept –Self-image and the manifestations of the emotional component – Self-rating, including the general self-acceptance of adolescents are studied. Results: data of some specificity of the formation of Self-concept of adolescents who are brought up in the conditions of paternal deprivation were received. In particular, the study confirmed the hypothesis that paternal deprivation has a significant impact on the content of the adolescent’s Self-image, which is reflected in both quantitative and qualitative features of their Self-descriptions. In addition, the results of comparative analysis it was determined that the presence of adolescents who are brought up mothers to lower performance in most of the parameters of the Self-rating, except in the area of romantic relationships. Discussion and Conclusions: in general, the results of the study allowed identifying the predominant Self-representation of adolescents from full and maternal families, as well as the nature of their Self-rating in the most important parameters for this age.

Моделирование основ учебно-тренировочного процесса: традиционный и инновационный аспекты

The paper presents the specifics and products of the development of pedagogical modeling as a method of optimizing the quality of activity of a PE teacher and coach. The educational and training process in the structure of determination and visualization of traditional and innovative constructs and technologies of pedagogical activity of the trainer is determined in three traditionally allocated directions (wide, narrow, and local sense) and three innovatively allocated directions (adaptive-acmepedagogic, functional-labor, and personified-multicultural sense / approach). The presented possibilities of using pedagogical modeling in detailing the quality of the training process are determined by the situational and systematic methods of determining and solving problems of personal development by means of physical culture and sports. Refined definitions and products of pedagogical modeling in pedagogy of physical culture and sport determine the prospects of training future teachers of physical culture and coaches in the chosen sport. The bases of realization of ideas of traditional and innovative productive search define all successfully realized pedagogical conditions of modeling of bases of educational and training process. The quality of determination and realization of pedagogical conditions of modeling the basics of the training process is the object and product of the solved in the work of the task. Modern technologies of pedagogical modeling guarantee improvement of quality of productive formation of the personality of a future PE teacher and coach in specification and the solution of problems of development of the personality and system of education, physical culture and sports.

Проблема становления человека как основа национальной модернизации в этно-философии Абая Кунанбайулы

Проблема становления человека как основа национальной модернизации в этно-философии Абая Кунанбайулы

Качество теоретизации и формирования культуры самостоятельной работы личности в системе непрерывного образования

We define the direction and conditions for improving the quality of theorization and culture formation of individual self-study, detail and visualize the constructs and models of culture formation of individual self-study in the continuous education system. The practice of theorizing the culture formation of individual self-study in constructs of modern scientific knowledge and the use of pedagogical models facilitating the understanding and presentation of the quality of forming a culture of individual self-study and the specifics of accounting for adaptive acmepedagogical features of solving problems of personality development in the system of continuing education is detailed. The possibilities of forming a culture of individual self-study through the use of the construct “pedagogical conditions” (pedagogical conditions for improving the quality of forming a culture of individual self-study) are clarified and theorized. We determine and unify pedagogical conditions for improving the quality of forming a culture of individual self-study in the continuous education system by taking into account the age and scientific character, normal distribution of abilities and health of students in the continuous education system and other components of modern scientific and pedagogical research and scientific knowledge in pedagogy. We also prove the consistency of the deterministic model of theorization and culture formation of individual self-study in the continuous education system. We determine the features and prospects of measuring the quality of theorization of culture formation of individual self-study in the continuous education system.

STRUCTURE OF SUBJECTIVITY OF ADOLESCENTS WITH DIFFERENT DEGREE OF COMPUTER GAMES ADDICTION

Introduction: The study of human subjectivity, processes and conditions of its formation was one of the significant trends in the development of various directions and branches of Russian psychological science throughout the past century. In our study, the structure of subjectivity is defined as the level of expression of its components: activity, awareness of the capacity for reflection, freedom of choice and responsibility for it, awareness of one's own uniqueness, understanding and acceptance of the other individual and self-development. The article deals with the problems of personal development and computer games addiction of younger adolescents. The results of the study aimed at revealing the degree of computer games addiction among adolescents and the structure of their subjectivity are presented. Results: To diagnose the computer games addiction of adolescents, a specially developed questionnaire was developed, which includes five main scales: an emotional attitude towards computer games; self-control in a computer game; purposeful focus on computer game; the parental relation to a computer game; preference for virtual communication instead of the real one. A sample of 146 students aged 10 to 11 years established significant differences between boys (N = 72) and girls (N = 74) in the level of computer game addiction. The structure of subjectivity, as an integrative property, expressed in relation to a person to himself as an agent, in a conscious and active attitude to the world and himself in it, was diagnosed with the questionnaire "The structure of the subjectivity of the younger adolescent." It was found that boys are more likely to suffer from computer game addiction; girls are only interested in computer games. Features of subjectivity of adolescents of different sex "addicted" and "interested" in computer games are analyzed. Younger teenagers with a high level of computer game addiction have lower development quotient of such components of subjectness as the development of conscious activity, the ability to reflect, the ability to understand and accept another person. The components of subjectness are described that allows leveling out the negative effects of the existing computer gaming addiction among adolescents, to reduce the risk of its high level occurrence. Discussion and conclusions: The development of the subjectivity of the child has its own specifics at different ages, however, in studies devoted to the development of subjectivity in onegene [2, 7, 12], there is a heterogeneity in the development of individual components of subjectness, marked heterochronicity and, at the same time, the absence in childhood of subjectivity as an integral property. In the youngest adolescence, such components of subjectivity as activity, awareness of the ability to reflect, freedom of choice and responsibility for it, the awareness of one's own uniqueness, understanding and acceptance of the other person, self-development develop most dynamically. The formation of these components is determined, first of all, by the social environment in which the child lives and by the quality of the child's relations with the surrounding people. If the environment and interaction environment is characterized by poverty and homogeneity of incentives for development, then younger adolescents begin to look for these conditions in a computer game.

СПЕЦИФИКА И ВОЗМОЖНОСТИ ПОВЫШЕНИЯ КАЧЕСТВА ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ СЛУЖАЩЕГО ПЕРСОНАЛА В МОДЕЛИ НЕПРЕРЫВНОГО ОБРАЗОВАНИЯ

<p>The article defines and clarifies the terminological apparatus for researching the particular characteristics and possibilities for improving the quality of the professional staff training in continuing education. It gives a systematically detailed list of the pedagogical conditions for optimizing the quality of the professional employee training in the continuing education model. The current research is conducted at the confluence of the personnel management theory, the theory of teaching (didactics) and vocational education theory. The paper redefines some related concepts in their broad, narrow, local and unified meaning. The wide sense is determined by a macro-level definition and the solution of scientific and pedagogical tasks. The narrow sense specifies the level of procedural relations and is characterized by the mezo-level modeling and design of the pedagogical activity foundations in the theory and methodology of the continuing education organization. The local meaning is determined by the micro-level models of defining and solving problems of personality development, included in the system of continuous education. The unified meaning is defined as the most widely distributed and independent of the size of the research object, its description and dissemination of scientific knowledge. The pedagogical conditions for improving the quality of the professional training in the continuous education model are determined through a linear construct that reveals all the components of the phenomenon under consideration in its consistent implementation in the model of continuity, systemic, integrity, objectivity and scientific character. Pedagogical conditions for improving the quality of staff training in the model of continuous education determine the choice of the possibility of modeling and designing composite pedagogical technology and methods for assessing the quality of the formation of the pedagogical construct and the product of scientific research.</p>