Process Of Self-improvement Research Articles

PROFESSIONAL DEVELOPMENT OF TEACHERS WORKING WITH STUDENTS WITH INTELLECTUAL DISABILITIES

The article deals with the problems of professional development of teachers working with students with intellectual disabilities. The main challenges faced by teachers are outlined, including insufficient training, limited access to specialized trainings and seminars, and lack of proper support from the administrations of educational institutions. It is analyzed that the problem of professional competence and professional growth of teachers is gaining a separate development within the framework of inclusive education. It has been determined that the formation of such competence of an inclusive classroom teacher requires systematic scientific and methodological work and is the basis for professional growth and improvement of the teacher’s skills. It has been found that the process of continuous self-improvement and self-education plays a key role in the formation of professional self-awareness, further growth, contributing to the formation of a unique creative personality. The author outlines the personality's abilities for professional achievement and psychological conditions for the teacher's independent work on this problem. It is experimentally proved that the psychological readiness of the teacher for inclusive education has a positive impact on the self-perception of students with special educational needs and on the psychological positive climate in the children's team. Ways to solve these problems and challenges and to establish the basis for further development of the professional development system for teachers working with students with intellectual disabilities are presented. Strategies for the development of professional self-awareness are proposed that require a special education teacher to study the ways of communication in the classroom, friendly and empathetic attitude towards children, psychological control in the interaction between teachers and students, implementation of ways to modify the content of education in accordance with the psychological characteristics and possibilities of implementing this content for children with special educational needs. It is noted that for teachers of inclusive education it is necessary to organize and carry out, on the basis of self-analysis, their personal qualities, systematic improvement and comprehension of their own results as well as scientific and practical achievements in professional growth. It is proposed to deepen the work on the development of professional self-awareness in higher education institutions.

Government Policy in the National Strategy for Prevent and Eradicate Corruption in State Islamic Religious Universities

This research focuses on self-reconstruction in corruption prevention policies at State Islamic Religious Universities (PTKIN). The problem of this research is how self-reconstruction becomes a solution in corruption prevention policies to achieve justice and social welfare at PTKIN. This research proposes a self-reconstruction mechanism to prevent corruption and execute justice and social welfare at PTKIN. This research design uses a qualitative approach with case studies as the primary method. The research locations are UIN Sunan Kalijaga, UIN Syarifhidayatullah, and UIN North Sumatra Medan. The theory used in this research is the theory of self according to the Eastern/Islamic view and the theory of self according to the West, as well as the basic understanding of corruption. This study resulted in the formulation of a self-reconstruction mechanism at PTKIN in preventing corruption, namely the process of self-improvement to avoid the factors that cause corruption starting from good initial intentions, improving moral morals and then self-consistency in work. Self-reconstruction is one of the solutions to preventing corruption in PTKIN. The solution to avoid corrupt behaviour in PTKIN must involve all elements, rectors, deans, lecturers, or other components. This research provides concrete evidence about the effectiveness of the self-reconstruction mechanism in preventing corruption at PTKIN, this is a valuable finding and can be a significant contribution to the literature and practice of preventing corruption in the academic environment.

РОЛЬ КРЕАТИВНОГО ЛІДЕРСТВА В МЕНЕДЖМЕНТІ БІЗНЕС-СТРУКТУР

The article substantiates the phenomenon of leadership, which is an important direction of the management system both in public authorities and in business structures. Approaches to improving the management model in terms of leadership positions and persons among representatives of informal leadership are analyzed. Formation of leadership in Ukraine as a complex and multifaceted process requires a comprehensive analysis. The correspondence of administratively appointed civil servants-managers to the positions they hold in terms of leadership positions in the team was considered, informal leaders who could apply for elected positions and persons whose leadership abilities need additional development were identified. An important prerequisite for the implementation of creative activity in leadership is the creation of a creative atmosphere in the team, accumulation of creative ideas, stimulation of the development of the process of self-realization and self-improvement of personnel, their personal and collective creative development, coordination of internal interests of employees with the tasks of the enterprise. Achieving a high level of the role of creative management is possible provided that during its construction such principles as: systematicity, relevance, hierarchy, effectiveness, accumulativeness of creative information are observed. At this stage of society's development, the task of mobilizing intellectual and creative resources of the organization to generate new knowledge and develop an innovative product based on it comes to the fore. People are the only source of new knowledge. Although different people to different degrees are capable of creativity, and according to the generation of new knowledge, everyone can develop creativity skills. For modern organizations, increasing their own creativity is connected both with the involvement of creative individuals and with the development of the creative potential of those already working. Creative management clarifies and details the functions of an employee in the field of innovative activity, therefore the concepts of "management" and "creative management" are clearly different from each other. The essence of creativity is manifested in personal, social and household levels. At the personal level, creativity is a creative attitude to one's own duties: a manager in the process of management, a researcher in the performance of research and development, a specialist in the performance of job instructions. The main application of creative management is this creation and motivation of human capital activity, activation of his creative potential. Organizational and client (consumer) capital is already a certain result human creative activity (human capital). Creativity is becoming more and more important not only for employees of creative professions, but also for managers, because in order to provide the company with advantages in the fierce competition today, creative approaches are necessary. managers are interested in developing their own creative potential, forming a creative environment at the enterprise, as well as creating effective creative teams that will be able to think outside the box, creatively, find new ideas and approaches to management.

Формирование общепрофессиональных компетенций у бакалавров педагогического образования в процессе освоения дополнительных образовательных программ

The emergence of new public policy priorities in the field of education changes the role of lifelong education in the system of socialization of the individual, as well as the nature of interaction between various subjects within the educational process and beyond. To increase competitiveness in the labor market, students of higher educational institutions need to be prepared to quickly master new knowledge and skills to meet the requirements of professional activity in the labor market. One of the forms of obtaining specific knowledge and skills for students in parallel with higher education is additional education. The purpose of the study is to analyze the pedagogical conditions for the formation of general professional competencies among bachelors of pedagogical education using additional education programs. Materials and methods of research. The research materials are the methodologically based on a scientific review of research approaches developed in domestic pedagogy in the field of improving the system of training generalist specialists in the development of additional education programs. The research methods are the study and analysis of scientific and methodological literary sources, as well as questioning of students. Research results. At the Chuvash State Pedagogical University named after I.Ya. Yakovlev Center for Continuing Education. To determine the possibility of additional professional education, a study was conducted among students of this university in order to identify their awareness of the possibilities of mastering additional education programs. The results of the survey, according to which many students plan to undergo additional education in standard programs, 20% plan to receive certificates or certificates in a whole range of programs. Conclusions. The system of additional education adapts future teachers to the specifics of modern socio-economic conditions, high demands from the labor market and, ultimately, forms a highly qualified specialist with a wide profile, capable of a continuous process of self-improvement in the process of professional activity.

STIMULATION OF PROFESSIONAL SELF-DEVELOPMENT OF FUTURE SPECIALISTS OF VOCATIONAL EDUCATION OF CULINARY PROFILE AS A GUARANTEE OF THEIR CAREER GROWTH

The article focuses on providing forms and means to enhance the professional self-development of aspiring culinary specialists within the field of vocational education of the culinary profile, in particular, the use of a wide array of resources, including books, magazines, websites, video lessons, online courses and digital tools like QR code reading, LearningApps service, YouTube service and others is justified.The active process of self-improvement facilitates the enhancing an individual's abilities including critical thinking, the ability to solve problems, which in turn helps future specialists to generate original ideas, and therefore to be more competitive in the labor market and effective in modern society. Therefore, it is crucial to identify and implement effective strategies for stimulating the professional self-development of future vocational education specialists, who must understand the cultural, economic and social impacts of globalization on the food industry and learn to adapt to innovations in global trends.The psychological aspects of stimulation, such as motivation, self-esteem and self-discipline, which can influence the readiness of higher education seekers for continuous self-improvement, are analyzed.The significance of pedagogical support is receiving strenuous attention in stimulating professional self-development of future vocational education specialists, helping them to develop self-learning skills, creativity and foster their growth as professionals.Stimulating the professional self-development of higher education students indeed requires a comprehensive approach that takes into account a motivational environment and the desire to achieve new successes, as well as considers motivation, individualization, and a supportive environment.
 Keywords: professional education; food technologies; professional self-development; self-assessment; digital tools; learning methods; new technologies; mentoring.

Pedagogical practice as the basis for the formation of pedagogical values of future teachers in higher education institutions

Modern conditions for the development of higher education and accordingly, changes in the role of the teacher in this process necessitate improving the system of training future teachers of higher education institutions and developing not only professional, intellectual, moral, social skills, but also encouraging them to self-development, self-education, self-improvement as a manifestation of a value-based attitude to the performance of professional duties, which prompted the study. The purpose of the article was to study and analyse the role of pedagogical practise in the formation of pedagogical values of future teachers of higher education institutions. The article used the methods of analysis of scientific and pedagogical literature, comparative analysis, systematisation and comparison of scientific approaches, provisions, and generalisation of research results. In the course of the study, theoretical approaches to the formation of pedagogical values were identified; a classification of pedagogical values was made, in particular: values related to the personal and motivational sphere of the teacher, values reflecting aspects of educational management; the importance of introducing new approaches (active learning, problem-based learning, cooperation, pedagogical partnership, differentiated learning) to the organisation of the educational process and the introduction of innovative technologies based on pedagogical values was emphasised. The practical significance of the work lies in the fact that the results can be utilised by higher education instructors in the process of professional training. This process lays the foundation for the professional activities of future educators who possess scientific and methodological teaching proficiency, practical skills, and abilities. It shapes the professional qualities of the future educator's personality directed at consolidating and implementing the acquired subject-specific, psychological-pedagogical, and methodological knowledge, skills, and abilities. On the other hand, it serves as a means for the creative development and self-improvement of the future instructor in higher education institutions. It can also be applied in writing qualification works, organising pedagogical practise in higher education, and the self-improvement process of educational professionals

ACMEOLOGICAL COMPETENCE OF THE HEAD OF A GENERAL SECONDARY EDUCATION INSTITUTION IN THE CONDITIONS OF CHANGES

The purpose of the article is to determine the structure and content of acmeological competence of the head of a general secondary education institution, the latest technologies, psychological and acmeological conditions and factors of its productive development. The article reveals the essence of managerial competence of the head of a general secondary education institution. It is noted that it includes special types of competences, among which acmeological competence plays a leading role as the most important condition for the professionalism of management personnel. The acmeological competence of the head of the institution of general secondary education is in the space of research of competence and its special types: social, professional (autoprofessional), individual social-perceptive, autopsychological, psychological-pedagogical, conflictological, communicative, anti-crisis and other competences. The algorithm for the formation of managerial (autoprofessional acmeological) competence involves the sequential implementation of the following stages: actualization of personal and professional problems; formation of the subject of self-transformation activity; tasks of the indicative basis of self-transforming actions; formation of the operational and technological component of self-transforming activity; transition from external (materialized) to internal (psychological) actions. Indicators for evaluating self-professional competence are: behavioral and intellectual flexibility; adaptability; the ability to self-manage (own development, emotional states); a high level of motivation mainly for the process of selfimprovement and self-realization; adequacy of self-assessment; self-identification in the profession, etc. Acmeological competence of heads of general secondary education institutions is structurally a unity of the following components: cognitive, regulatory, reflective-status, normative and communicative, which in turn are manifested in motivational and personal qualities and operational acmeological knowledge and skills. The criteria for the development of acmeological competence of the head of a general secondary education institution are its levels, and both individual and levels of development of the teaching staff, the productivity of personal and professional development and self-development. The structure of the acmeological algorithm for the development of the acmeological competence of the head of the institution of general secondary education is revealed: the accumulation and understanding of the relevant acmeological and managerial knowledge; formation of psychological and acmeological abilities and skills necessary in managing the processes of personal and professional development and self-development; reflection of acmeological competence and its further development. The main acmeological conditions for the development of the acmeological competence of the head of a general secondary education institution are defined: the formation of the need for professionalism in the field of education, increasing the social status and prestige of pedagogical activity, providing the necessary resource opportunities for development, creating an acmeological environment in an educational institution. The essence and features of the professional self-improvement of the head of a general secondary education institution as a conscious purposeful process of increasing the level of one’s own professional (managerial) competence and the development of professionally significant qualities are considered.

PHILOSOPHY OF THE COURSE «SPIRITUALITY AND MORALITY IN THE LIFE OF A PERSON AND SOCIETY»

The article examines the philosophical principles of the new course of moral direction «Spirituality and morality in the life of a person and society» for 5-6 grades of NUS which is identified as an effective resource for spiritual and value development of personality. It is emphasized that the spiritual and moral content of this course is a complex construct that cannot be reduced to a single way of considering it but requires the application of a methodology that focused on integrated vision of problems with the background of the multidimensional ideological space of spiritual and moral education taking into account the complementary achievements of the humanities. Is analyzed the philosophical basis of the system of values, which should guide the process of self-improvement of the individual in the direction of ьachieving a new quality of life, favorable for the spiritual development of both the individual and society. It is evaluated the actualization of the existential potential and interpretative activity of the individual when he or she studying the course for his/her creative self-realization and the acquisition of primary spiritual experience which is especially relevant in the conditions of crisis challenges in today’s society. It has been proven that the content of the course is built on humanistic principles and has a value-integrative character in order to solve the tasks of ethical and aesthetic development, influence on the inner world and actions of the individual, development of the ability for intercultural communication. It is substantiated that the content load of the course is built not on an ideological basis, but on a substantive basis. The authors found a methodological resource for solving the problem of basing spiritual and moral education on values that are not shared by everyone in the use of non-indoctrinal methods that were developed on the principles of phenomenology and constructivism. The phenomenological approach helps students to understand the essence of the spiritual processes that are offered for study. Constructivism ensures the rejection of the desire to inform the student of ideas formulated in a ready-made form. It is noted that the ethical system outlined in the course materials satisfies the intellectual needs of a growing personality regarding the explanation of the world system. It is a system that gives a holistic picture of perception and experience of reality and forms a special view of the world and a person’s place in it.

The unity of cognitive and emotional aspects in modern psychotherapy

This article considers the role of emotional and cognitive aspects in modern areas of psychotherapy. It reveals long-term psychotherapeutic effects of incoherent dealing with client’s feelings and thoughts, based on actual case studies in modern psychotherapy and reflected in the literature on the subject. The analysis of psychotherapeutic texts reveals authors’ statements contradicting the general knowledge of feelings and emotions and suggests ways of eliminating such contradictions and simplifications. The article also considers how warping towards rationality can go unnoticed, to the detriment of dealing with feelings, and how the self-improvement process can lose its integrity, causing a distortion of basic psychological literacy instead of its enhancement. The article outlines and justifies two attitudes that are proposed to be developed among clients in any form and area of psychotherapy: the attitudes to live through their feelings and then release their unwanted feelings. We describe new psychological aspects in the process of living through one’s feelings in general and in the process of psychotherapy in particular. The integration of basic psychological knowledge of emotional intelligence into the theory and practice of various areas of psychotherapy can significantly improve the work of practicing psychologists and psychotherapists with clients and can effectively contribute to the convergence of different areas of psychotherapy.

9. The Holistic Approach to Music Education Throughout the Life Course: News and Perspectives

Abstract Music, constituting a great phenomenon of the world, represents an inherent element in the daily life of society, in the consciousness and nature of man, because everything is movement, everything is vibration, everything is sound. The relationship “man-music (arts)” places in the foreground the educational function through which it - educates moral feelings, human qualities, cultivates the spiritual sphere of man. Musical education throughout life is presented as a continuous individual process of spiritual self-improvement of the personality through multiple forms of relationship with the art of music. In this context, musical education is significant to perpetuity - lifelong education, on the three dimensions of the human being: biological, intellectual, spiritual, because it is implicitly based on the undulating character of the universe, the cosmos and human existence.

STUDY OF THEORETICAL AND METHODOLOGICAL ASPECTS OF CRATIVE MANAGEMENT

The article defines the role of creative management in ensuring sustainable competitive advantages for the organization. It is emphasized that intellectual activity plays a vital role in the management of the business processes of the organization.
 The concept of creative management, which performs an organizational and guiding role in achieving the set goals in the organization, has been developed.
 The significance of using creative management tools as an effective lever for solving complex problems and making unconventional and original management decisions at enterprises in the conditions of the innovative economy is revealed. It has been proven that the introduction of modern methods of creative thinking and decision-making into the management process, the creation of a creative atmosphere within the team stimulates the development of the process of self-realization and self-improvement of employees, which leads to the successful resolution of problems in the organization, the adoption of extraordinary unique decisions, the creation of an innovative product, i.e., the increased efficiency of modern business.
 The proposed concept of creative management and the collective solution of creative problems are a source of practical recommendations regarding the development of creative thinking of personnel and the adoption of competitive decisions.

Дослідження феномена самовдосконалення в міждисциплінарному контексті

The presented article proves the relevance of the phenomenon of self-improvement as an essential personal and professional quality in the context of the globalization of the modern world, the integration of Ukrainian education into the European educational space, and transgressiveness of society in the XXIst century. The expediency of the analysis of self-improvement on the basis of an interdisciplinary methodology, which involves the consideration of certain objects, phenomena and processes as an interdisciplinary synthesis according to the phenomenology of various sciences, is substantiated. In the format of philosophy, the genesis of approaches to the interpretation of self-improvement, starting from antiquity, is analyzed. The social conditionality of the process of self-improvement is highlighted, the consideration of its basic forms is presented, namely: idealistic, materialistic and dialectical. The determination of the self-improvement of the individual by the goals and values of society is proven. Three main aspects of consideration of self-improvement in psychology are presented, namely: as a phenomenon that reveals the capabilities of a person, his essence; as phenomena of self-actualization of the individual; as a quality that contributes to the spiritual growth of the individual and reveals the possibilities of human consciousness and self-awareness. The connection between self-improvement and individual subjectivity is emphasized. It was found that the self-improvement of an individual depends on his own activity, goals, motives and beliefs. The pedagogical interpretation of self-improvement is related to its consideration as the highest form of personal self-development, which is a conscious process aimed at changing oneself and one's professional abilities, which meets external and internal requirements and universal human values. It was found that scientists sometimes identify the concept of “self-improvement” with such concepts as “self-actualization”, “self-development”, “self-education”, “self-realization”, “self-education”.

The Effect of Resilience and Quality of Work Life on Work Engagement for Employees Working in the Era of the Covid-19 Pandemic

Background: Resilience can be defined as the capacity to bounce back from adversity and become smarter and stronger. Saying that resilience is an active process of resilience, self-improvement, and self-growth in response to crises and challenges. Objective: aims to empirically examine the effect of resilience and quality of work life on work engagement for employees who work in the era of the covid-19 pandemic. Methods: using a purposive sampling technique with the samples used are male and female employees who work in the era of the covid-19 pandemic with characteristics aged 23 to 57 years, in companies that apply work from home and work from office. Results: The hypothesis test that has been carried out has a significance of 0.000 (p < 0.05), which shows that there is a significant effect between resilience and quality of work life on work engagement for employees who work in the era of the covid-19 pandemic. Conslusion: Based on the results of the analysis that has been carried out in this study, it is known that all the hypotheses proposed in this study can be accepted. So it can be concluded that there is a significant effect of resilience on work engagement because it has a significance value of 0.000 (<0.05), there is a significant influence between quality of work life on work engagement because it has a significance value of 0.000 (<0.01), and there is a significant effect on work engagement. significant relationship between resilience and quality of work life on work engagement because it has a significance value of 0.000 (<0.01).

МЕТОД ПРОЄКТІВ – ЗАСІБ ФОРМУВАННЯ В ЗДОБУВАЧІВ ТЕХНІЧНОЇ ОСВІТИ ЕКОЛОГІЧНОЇ КУЛЬТУРИ

The article describes the theoretical and methodological aspects of the project method and features of its implementation in the environmental training of applicants for technical education. It is shown that the project method is one of the effective methods of forming the ecological culture of students of technical vocational college, which allows to solve a certain environmental problem due to the independent actions of students of technical education with the mandatory display of results. It is emphasized the need to introduce project technologies in the education of technical college students to increase the motivation and quality of environmental education, the disclosure of personal capabilities of students of technical education in the development of new and use of acquired knowledge. Project activity is considered to be one of the most promising methods teaching. In essence, the work on the project is innovative: requires the application of new knowledge; forms the ability to act and make decisions independently according to or complex commands, look for and apply a new one information from various sources, using information and computer technologies, develops critical thinking, promotes self-development personality. The new Ukrainian school requires an innovative specialist from the future creative approach to self-development and professional activity. Ago project activities occupy an increasingly important place in pedagogy. Gives possibility of formation of ecological orientation, key competencies; continuous process of self-knowledge and self improvement; individual direction of education and further program vital activity of the individual; mastering the methods of activity in their own opportunities and interests; formation of a culture of thinking and behavior in including environmental. Using the project method in the educational process always involves the presence and consideration in two planes: the activity that aimed at achieving the design result, the other - the solution educational and developmental tasks in the process of activity. For Applicants are always based on design activities. Knowledge, the skills and abilities they will gain as a result of designing for them are not an end in itself, and a means of project implementation. As for the teacher, the situation is reversed: students' mastery of educational material is a priority, and design is seen as a means of learning. The method approach is defined projects provides for the appropriate training of the teacher who has imagine what knowledge will be relevant to students at each stage designing to ensure their timely transmission. So in the initiated research, features are allocated project method, namely: effectiveness, interdisciplinary, problem, independence, dichotomy, which are important to consider marked during implementation of each educational project.

Path Planning for Autonomous Systems Design: A Focus Genetic Algorithm for Complex Environments

Abstract Path planning has been a hot research topic in robotics and is a vital functionality for autonomous systems. As the time complexity of traditional path planning algorithms grows rapidly with the complexity of the problem, evolutionary algorithms are widely applied for their near-optimal solutions. However, evolutionary algorithms can be trapped in a local optimum or converge to infeasible solutions, especially for large search spaces. As the problem scale increases, evolutionary algorithms often cannot find feasible solutions with random exploration, making it extremely challenging to solve long-range path-planning problems in environments with obstacles of various shapes and sizes. For long-range path planning of an autonomous ship, the current downsampling map approach may result in the disappearance of rivers and make the problem unsolvable. This paper introduces a novel area-based collision assessment method for genetic algorithm (GA) that can always converge to feasible solutions with various waypoints in large-scale and obstacle-filled environments. Waypoint-based crossover and mutation operators are developed to allow GA to modify the length of the solution during planning. To avoid the premature problem of GA, the mutation process is replaced by a self-improving process to let the algorithm focus the operations on any potential solutions before discarding them in the selection process. The case studies show that the proposed GA-focus algorithm converges faster than RRT* and can be applied to various large-scale and challenging problems filled with obstacles of different shapes and sizes, and find high-quality solutions.

Existential and Religious Concepts of Fyodor Tyutchev's Poetry as Proof of the Existence of God

The philosophical nature of Tyutchev's poetry was noted by researchers of his work during the poet's lifetime. The study of Tyutchev's work makes it possible to trace the origin of a unique direction of philosophical thought in Russian poetry of the XIX century – religious existentialism. The research carried out within the framework of this article allowed us to trace the genesis of the original direction of religious existentialism in the poetry of F. Tyutchev, who interpreted Nature in his work in philosophical categories. In his poetic works, Tyutchev does not just depict the splendor of Nature, but shows his own idea of the essence of the universe and tries to solve the riddle of human existence through the knowledge of the secrets of Nature, which is presented as proof of the existence of God. Thus, Tyutchev's poetry of Nature is regarded as existential poetry, since it gives a person an answer to the question of the meaning of his existence. In Tyutchev's poetry, the tragedy of human existence correlates with a similar theme developed in the philosophical treatises of the founder of existentialism, S. Kierkegaard, and subsequently continued in the works of the German existential philosopher K. Jaspers. Kierkegaard imagined a gloomy reality where a person is doomed to exist, plunged into the abyss of despair. At the same time, the founder of existentialism offered man a way out of tragic existence through the process of self-improvement, that is, the formation of his own personality, and striving for God. However, the process of becoming a personality is also a path to the tragedy of being, as it leads to a violation of harmony between man and Nature. It is this existential problem, which is related to the borderline situation of Jaspers, that lies in the focus of Tyutchev's attention, who described in poetic form the relationship between man and Nature and showed the only possible way out of this situation through making an existential choice in favor of accepting faith in the true God.

Some theories on the process of forming the criminal's personality

The formation and development of personality is a long and complicated process. In that process, the internal and external factors, the biological and the social, often interact with each other, and the role of each factor changes in each stage of each person's development. In the process of life, people acquire life experiences, beliefs, habits... and vice versa, when receiving anything, personality is also based on social standards to adjust their behavior. Not only that, they also rely on the inside, their own experiences to evaluate, accept or reject the outside. Thus, this process is always associated with the self-evaluation and self-consciousness of each person and thus, is associated with the self-education process, the self-improvement process of the personality. Personality is not something finished, but a process that requires constant improvement.

INNOVATIVE PROJECTS AND STEM EDUCATION IN PERSONALITY DEVELOPMENT THROUGH THE PRISM OF ALL LINKS OF EDUCATION IN UKRAINE

The paper studies the innovative projects in the development of personality through the prism of all levels of education in Ukraine in the process of professional training of pedagogues of preschool education institutions and higher school. Problematic issues concerning on theoretical and practical training of pedagogical workers of preschool education institutions and higher school are investigated. The pedagogical conditions of creation of professional competence of pedagogical workers of preschool education institutions and higher school are investigated. It is established that the reform of education in Ukraine involves a radical restructuring of the management, which requires a significant increase in the professionalism of management. The experience of applying pedagogical innovations in the training of future pedagogues of preschool education institutions and higher school is analyzed including multimedia lectures, interactive communication, game modeling, innovative projects, trainings. It is established that the use of practiceoriented innovation projects in the training of future pedagogues of preschool education institutions and higher school allows them to more fully develop their professional needs and interests, helps to acquaint with the specifics of professional activities, arouses interest and need in the formation and application of innovative technologies. The characteristic features of STEM-education have been identified, which are important in the training of future pedagogues of preschool education institutions and higher school. It is investigated that an important tool on which the effectiveness of the development of the professional position of pedagogues of preschool education institutions and higher school depends is the constant self-improvement of professional activity. The functions of the process of self-improvement of the pedagogues professional activity are determined. Thanks to the update of the Laws of Ukraine “On Preschool Education”, “On Education”, “On Higher Education” and the implementation of the National Doctrine of Education for 2021-2022, the Concept of ”New Ukrainian School", the Concept of Pedagogical Education received positive results education and higher education.

The formation of a unique paradigm of religious Existentialism in the poetry of Fyodor Tyutchev

The philosophical nature of Tyutchev's poetry was noted by researchers of his work during the poet's lifetime. The study of Tyutchev's work makes it possible to trace the origin of a unique direction of philosophical thought in Russian poetry of the XIX century – religious existentialism. The research carried out within the framework of this article allowed us to trace the genesis of the original direction of religious existentialism in the poetry of F. Tyutchev, who interpreted Nature in his work in philosophical categories. In his poetic works, Tyutchev does not just depict the splendor of Nature, but shows his own idea of the essence of the universe and tries to solve the riddle of human existence through the knowledge of the secrets of Nature, which is presented as proof of the existence of God. Thus, Tyutchev's poetry of Nature is regarded as existential poetry, since it gives a person an answer to the question of the meaning of his existence. In Tyutchev's poetry, the tragedy of human existence correlates with a similar theme developed in the philosophical treatises of the founder of existentialism, S. Kierkegaard, and subsequently continued in the works of the German existential philosopher K. Jaspers. Kierkegaard imagined a gloomy reality where a person is doomed to exist, plunged into the abyss of despair. At the same time, the founder of existentialism offered man a way out of tragic existence through the process of self-improvement, that is, the formation of his own personality, and striving for God. However, the process of becoming a personality is also a path to the tragedy of being, as it leads to a violation of harmony between man and Nature. It is this existential problem, which is related to the borderline situation of Jaspers, that lies in the focus of Tyutchev's attention, who described in poetic form the relationship between man and Nature and showed the only possible way out of this situation through making an existential choice in favor of accepting faith in the true God.

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ САМОВДОСКОНАЛЕННЯ МАЙБУТНІХ ЛІКАРІВ ЗАСОБАМИ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ

The article examines and theoretically summarizes the pedagogical conditions aimed at the use of information technology by future physicians as a means of self-improvement, including the introduction into the educational process of monitoring levels of self-improvement through information technology among students, ensuring active use of ICD-10, ISRS-2 and "Small Expert System 2.0", organization of independent extracurricular activities of students by means of information technology for their self-development, providing the educational process by teachers with strong practical training in the use of IT in the educational process, and creating an environment aimed at motivating future physicians to use information technology in training and professional activity. It is established that the pedagogical conditions for the development of self-improvement of future doctors by means of IT is a set of interdependent and interdependent informational factors and methodological measures of the pedagogical process, updating the content of improving the quality of self-improvement development for future professional activity. The development and implementation of a specially developed program of extracurricular activities in the medical educational institution contributes to the formation of the readiness of future doctors for self-improvement by means of IT. It should be noted that the role of IT in the training of future doctors is constantly growing, helping to increase interest in IT itself, their use in professional activities, solving a wide range of research and educational tasks. Extracurricular activities of students with the use of IT contribute not only to better preparation of university graduates for professional activities in the information society, but also the formation of the development of self-improvement of the specialist. The motivation of professional self-improvement of a specialist in medicine is a set of all motivations and conditions that regulate the process of professional self-improvement. Professional self-improvement is based on a rather complex system of motives and is due to various sources of activity.