Professional Situations Research Articles

Psychological Stability and Coping Strategies of a Fashion Business Manager as Determinants of Effective Overcoming Difficult Management Situations

Introduction. The relevance of studying the problem of the formation of a person's psychological stability and his choice of coping strategies for overcoming difficult life and professional situations in a state of uncertainty and social challenges is due to the “social demand” on the part of modern managers-practitioners. Purpose and methods. The purpose of this article is the theoretical analysis of the psychological stability phenomenon as a personal property, and the justification of its interdependence with the coping strategies chosen by the individual in everyday and professional environment. The methodological basis of this research is a genetic-psychological approach to the study of the possessive behaviour phenomenon. Research results. The theoretical and methodological analysis of the problem of forming the psychological stability of a fashion business manager is carried out. Coping strategies are described as tools for realizing the psychological stability in managing fashion business. Psychological stability is considered as an open system, the level of development of which is manifested in professional activity and is a synthesis of individual qualities. Conclusions. The scientific novelty consists in deepening the understanding of the psychological stability importance for the effectiveness of managerial decision-making by managers in fashion business field. The practical significance of research results lies in the possibility of choosing optimal coping strategies in professional life through students training, who master educational programmes with a powerful practical component.

Using experiential-based simulation learning to develop adult nursing students’ communication skills to support practice

In the light of the practice placement limitations due to COVID-19, the Faculty Practice Simulation Group at a University in South West England, commissioned a pilot programme of simulated practice components for 200 second year adult nursing students over five consecutive days. The aim was to support the development of communication skills required by the Nursing and Midwifery Council Standards [1]. In partnership with an external communication skills organisation, the University provided each student with 37 hours of simulated practice placement, focused on communication skills through participative simulation with simulated patients (SPs) in bespoke, authentic scenarios. This included facilitated participation, structured live feedback from SPs, discussion with students, debriefing and reflection according to ASPiH guidelines for best practice in simulation [2]. Scenarios were designed to challenge and explore the range of skills required in Annex A of the Standards [1], at a level expected of first year students. Learning outcomes included the development of caring conversation techniques, patient management and colleague communication in multiple, varied situations. Students interacted with SPs and relatives who reflected diverse characteristics and ages, and a range of physical and mental health challenges. Students also interacted with simulated colleagues in a variety of professional situations. 106 students completed feedback questionnaires consisting of 41 5-point Likert items, before and after their sessions. Facilitators noted that students described the simulation as a meaningful learning opportunity which allowed them to explore and develop their communication skills and better prepared them for the practice element of their degree. They also noted that students said they preferred simulation as it gave them time to stop and think and to get advice and ideas from their colleagues. This was particularly so in ‘breaking bad news’ scenarios as most had never had to approach this and appreciated the opportunity to consider and practise their response. Consequently, students stated that simulation would have been even more beneficial had it been timed prior to attending practice placement. Facilitators observed the improvement in communication skills was in student’s confidence and their awareness and sensitivity, particularly in complex multi-factorial situations. Evaluations for the programme have yet to be analysed. Experiential learning through simulation-based education with SPs provides a powerful approach, offering a safe and supportive environment, which avoids unsafe situations and enables students to effectively practise and prepare for real world experiences. 1. Nursing and Midwifery Council, Standards of Proficiency for registered nurses. 2. Simulation-Based Education in Healthcare. 2016. Standards Framework and Guidance. Association for simulated practice in healthcare (ASPiH) standards for simulation-based education.

Восприятие экзамена адъюнктами как предиктор отношения к трудной жизненной ситуации (психолого-онтологический аспект)

The materials of the conducted research of adjuncts of the Academy of Management of the Ministry of Internal Affairs of Russia, who are in a situation of having to pass a candidate's exam in the history and philosophy of science, are presented. Materials and methods. The study involved 58 adjuncts who underwent psychodiagnostic examination twice: 2 months before the exam and on the eve of the exam (for consultation before the exam). The following psychodiagnostic tools were used: The USK questionnaire (level of subjective control) modified by E.F. Bazhin, E.A. Golynkina, L.M. Etkind, Methodology for identifying coping strategies, A.M. Etkind's CTO, M. Lusher's Methodology. Results and discussion. The study made it possible to identify different groups of students who differ both in emotional response to the exam situation and in cognitive assessment and behavioral activity in a stressful situation. Conclusions. Understanding the mechanism of perception of the exam as a difficult life situation allows us to consider this situation as a training one for the formation of adequate coping strategies that young scientists who have embarked on a new path of professional research activity will definitely need. Thus, it can be assumed that it is possible to carry out activities in a wide range of professional situations, which acts as an indicator of the professional suitability of the subject of labor. Successful performance of activities in difficult, difficult conditions, in turn, indicates the level of formation of professional fitness of a specialist. To a professional in law enforcement agencies, when faced with various moral and physical overloads, the consequences of prolonged stress, fear and panic arising in operational and service-combat situations, the requirements for stability and reliability are especially high. Thus, the beginning of socially significant activity becomes a turning point in the social situation of the student's development, demonstrating to the society his (her) willingness to accept the "rules of the game" and meet the requirements that are imposed by professional activity.

РОЗВИТОК КРИТИЧНОГО МИСЛЕННЯ У МАЙБУТНІХ ВИХОВАТЕЛІВ ПІД ЧАС ВИВЧЕННЯ ДИСЦИПЛІНИ «ФОРМУВАННЯ SOFT SKILLS СУЧАСНОГО ФАХІВЦЯ ДОШКІЛЬНОЇ ОСВІТИ»

Today, the need for the formation and development of critical thinking attracts more and more attention from foreign and domestic scientists. It was found out that this is primarily due to the lack of independence, social orientation, motivation and effectiveness of thinking of the younger generation. There is a tendency to increase the flow of information with which a person interacts on a daily basis, but the question arises not only of perceiving and memorizing this information, but also of critical understanding, highlighting important characteristics, and achieving the truth of knowledge. The development of critical thinking becomes the main task of education, in particular higher education, it is an important component of the intellectual development of future teachers. The article considers the need to develop critical thinking skills in future educators. The didactic features of the mentioned phenomenon among students of higher education in the specialty 012 Preschool education during the study of the discipline «Formation of soft skills of a modern specialist in preschool education» were revealed. Education focused on the development of critical thinking is an urgent methodological problem of modern education. Techniques for the development of critical thinking make it possible to obtain positive results in the formation of active mental activity of students. The specified type of thinking is aimed at developing skills for working with information, the ability to analyze and apply this information in solving professional situations. Based on the analysis of scientific literature, the interpretation of the concept of «critical thinking» from the perspective of psychological and pedagogical science, namely the views of researchers of the past and modern scientists, is highlighted. The author describes the methods and techniques of developing critical thinking. Among them, the following were found to be effective: «INSERT», «Open microphone», «Brainstorming», «Conjecture tree», «Written discussion», «Thick and thin questions», «PRES-formula», «Fishbone». The specified methods and techniques accustom students to independent thinking, a critical look at alternative solutions to existing problems, and the choice of well-founded argumentation. Emphasis is placed on the application of the problem-based approach in the educational process, which is the main tool for the development of critical thinking, because it contains a contradiction that allows students to form their own attitude to the issues under consideration. It has been proven that during the study of micro- and macroeconomics, effective methods of developing critical thinking are the division of students into groups and teamwork during preparation for debates, and the important role of essay writing is also analyzed. Key words: critical thinking, professional training, future educator, «INSERT», «Written discussion», «PRES-formula», «Fishbone».

Future military engineers intellectual abilities development technology components

The article describes the fact that future engineers intellectual abilities development may be effectively carried out with the help of communicative tasks founded on professional problem-based communicative situations in the English language for specific purposes. The interconnection between intellectual abilities development and studying or professional performance is highlighted and intellectual abilities development is considered to be impossible without any performance. The textbook Professional English language and communicative tasks founded on professional problem-based communicative situations are characterized as the main elements of the future military engineers intellectual abilities development technology. Future military engineers intellectual abilities are claimed to involve cognitive component, goal-orienting component and prognostic component. Enabling cadets to solve various professional challenges in cooperation with each other speaking or writing English is claimed to lead to intensive future military engineers intellectual abilities and their components development.

ASPECTS OF FORMATION OF CRITICAL THINKING OF FUTURE TEACHERS OF MATHEMATICS IN THE PROCESS OF STUDYING PROFESSIONALLY ORIENTED DISCIPLINES

The ability to think critically is an important quality of the individual, but it is now, in the face of social and economic changes, that it becomes essential. Critical thinking is an integrative characteristic, since it involves the generalization, unification and development of a whole range of qualities, skills and socially important features that contribute to the comprehensive harmonious development of the personality.
 For a future teacher to succeed in his professional activity need, in particular: the ability to perceive new information, to comprehend it, to balance different points of view and to critically comprehend them, the ability to critically understand professional situations, objectively assess their capabilities. For him, criticality is therefore a vital quality that ensures the development of analytical and reflective abilities.
 Since critical thinking does not automatically arise as a by-product of learning, it is necessary to systematically work on its improvement.
 Development of critical thinking is a mandatory requirement to the results of the first (bachelor) level of higher education program of the subject specialty 014.04 Secondary Education (Mathematics) in the Poltava V. G. Korolenko National Pedagogical University in terms of formation of general and professional competence of the graduate.
 An important role in the synthesis of the student’s knowledge in the direction of his needs as a future teacher of mathematics belongs, in particular, to such professionally-oriented bachelor disciplines as «Methods of Teaching Mathematics», «Selected Questions of Methods of Teaching Mathematics», «Elementary Mathematics». In the process of teaching these disciplines, the development of critical thinking occurs in three aspects: sociocultural (through the organization of the educational process in relation to life and professional situations), technological (through the formation of sustained interest, motivation of educational activity, search for information aimed at solving the task, its awareness and reflection), methodical (through a set of methodical methods, providing assessment, self-control, criticism, forecasting). Practical and methodical tasks, which correspond to the areas identified in the research process, are a fundamental basis for the development of critical thinking as an important component of the professional competence of future highly qualified teachers of mathematics.

Features of teacher’s reflection: Connection with personal and professional value orientations

Introduction. The development of professional reflection is determined by the nature of the activity in relation to which it is carried out. At the same time, teacher professional reflection is an effective resource for the development of educational activities. At the present stage, there is a wide variety of education models. Each educational model is characterised by its special values; reflection has its own special meaning, purpose, and result in a specific educational model.Aim. The current research aims to present the authors’ model for studying the features of teacher professional reflection; to discuss the results of testing this research model, which made it possible to draw a number of conclusions about the presence and nature of the relationship between the level of teacher professional reflection and their personal and professional values.Methodology and research methods. The present research is based on the activity approach, theoretical provisions on the structure and functions of reflection of activity, the meaning of reflection in various models of education, the types of professional pedagogical reflection. The research model is developed through the questionnaire method and the case method. The study involved primary and secondary school teachers of three educational complexes in Moscow (N = 63).Results. It has been established that the values of the life and professional plan of the subjects are consistent with each other, and professional actions are generally not related to the declared professional values. The authors confirmed the hypothesis that the reflection of positional type has a significant positive relationship between the degree of congruence between the values declared in the survey and those manifested in solving problematic professional situations and the level of development of reflection of these types.Scientific novelty lies in the development of a model for studying the features of professional reflection associated with the personal and professional values of the teacher. The results obtained in the course of its approbation can serve as a basis for understanding the mechanisms for the development of professional reflection of teachers in various models of education.Practical significance. The developed methodology for studying the features of professional reflection of teachers can be used for the further creation of the set of tools for self-assessment and the development of professional pedagogical competence, the core of which is pedagogical reflection.

34630 The mental health and psychosocial burden among patients living with vitiligo in the United States: Findings from the VALIANT study

Vitiligo is a chronic autoimmune disease characterized by the destruction of melanocytes, resulting in pale or white patches of skin. The population-based Vitiligo and Life Impact Among International Communities (VALIANT) study sought to understand the impact and burden of vitiligo on patients’ quality of life (QoL) from the perspective of patients and physicians in 17 countries. Participants aged ≥18 years who self-reported a clinical vitiligo diagnosis were recruited via an online panel and were asked questions regarding their mental health, psychosocial burden, and behavior in professional and social situations.

34631 Do patients with vitiligo and health care professionals treating them recognize the burden in living with the disease in the United States? Findings from the VALIANT study

Vitiligo is a chronic autoimmune disease characterized by the destruction of melanocytes, resulting in pale or white patches of skin. The population-based Vitiligo and Life Impact Among International Communities (VALIANT) study sought to understand the impact and burden of vitiligo on quality of life (QoL) from the patient and physician perspective from around the world. The VALIANT study recruited adult participants (aged ≥18 years who self-reported a vitiligo diagnosis) via an online panel. Participants were asked questions regarding their mental health, psychosocial burden, and behavior in professional and social situations.

Teachers’ Perceptions of Work Life During the Pandemic of COVID-19: Validating the Use of Professional Quality of Life Scale

This mixed methods study investigated perceptions of work life for 661 teachers from a midwestern state during the COVID-19 pandemic using the ProQOL5 survey and open-ended items. This study is a contribution to mixed methods research because it utilizes the tidytext package in R to understand better the results. The ProQOL5 survey was score-validated using confirmatory factor analysis and then the three factors were examined via qualitative analyses of open-ended questions. Results showed there was great variation in how teachers perceived their new professional situations of teaching remotely during COVID-19: some adjusted well, some struggled on numerous fronts, and many were between these two extremes.

Knowledge Management, Including the Cybernetic Theory of Human Character

Man and his functioning in an organization are of interest to specialists in various fields, including psychology, management, but also technicians who, despite the progress in their own disciplines, are not able to effectively solve the problem of human reliability in the process of knowledge management in an organization. The problem is insufficient knowledge about people. On the other hand, the demands placed on employees today are constantly increasing. They are expected to be more and more active, entrepreneurial, creative, and have a higher and higher level of many skills, such as: handling information, interpersonal communication, and making effective decisions. However, can all employees meet these requirements and what factors and mechanisms decide about compliance? These are questions that cannot be answered unequivocally based solely on past professional experience. Correct answers constitute forecasts that allow to predict how individual units will behave in various types of professional situations in the future. These deliberations are complemented and developed by the globally pioneering character’s cybernetics theory as described by Prof. Mazur. The aim of the work is an attempt to test, in organizational conditions, the correlation between employees' knowledge and their cyber character, in order to check the compliance between the places occupied in the organization and their individual predispositions (character). The use of the cybernetic character theory, in connection with the elements of knowledge about organization and management, can be a tool for making optimal management decisions. The originality of the work is based on the combination of the cybernetic theory of characters with the mathematical apparatus using C.A. Shannon's information entropy.

ФОРМУВАННЯ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ - МАЙБУТНІХ ІНЖЕНЕРІВ З ВИКОРИСТАННЯМ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ

The paper deals with actual problems of EFL communication competence under the conditions of flipped education with help of innovative teaching technologies. The optimum conditions to use IT instruments in order to teach English as EFL are regarded. The ways to improve students’ motivation are given. Real professional communicative situations are offered to simulate involving IT in order to improve communicative skills.

Association between Individual Norepinephrine Transporter (NET) Availability and Response to Pharmacological Therapy in Adults with Attention-Deficit/Hyperactivity Disorder (ADHD).

Background: The role of the norepinephrine transporter (NET) has received increased focus in recent studies on the pathogenesis of attention-deficit/hyperactivity disorder (ADHD). The predictive value for pharmacological treatment and its link to other health or social limitations has been little-studied. This follow-up research on adult patients with ADHD aimed to explore whether the therapy response and health and social impairments depend on baseline individual NET availability. Methods: Data were collected from 10 patients on personal, family and professional situations, mental and physical health and treatments received after baseline via online and telephone surveys and were compared to baseline data to evaluate treatment-related changes. Results: The majority of our ADHD patients did not show therapy responses but showed improvements due to pharmacological treatment. There was no evidence of relationships between pre-treatment NET availability and therapy response or health/social limitations. Conclusions: Pharmacological monotherapy was insufficient to promote symptom remission, especially for participants with extreme insufficiency in NET availability, but improved outcomes in academic and social functioning. Psychotherapy should be considered as an add-on to the standard treatment approach due to its positive outcome in reducing social limitations. The prognostic value of individual NET availability in predicting the response to therapy needs further studies with large sample sizes.

ТЕОРЕТИЧНІ АСПЕКТИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВ КОМП’ЮТЕРНОГО ПРОФІЛЮ У ГАЛУЗІ БЕЗПЕКИ ІНФОРМАЦІЙНИХ СИСТЕМ

The article examines the different approaches of scientists to determine the essence of professional competence of future engineers-teachers of computer science in the field of information systems security, reveals the main approaches to the process of its formation. It is noted that the professional competence of future computer engineers in the field of information systems security should be understood as an integrated characteristic that determines their real ability to identify potential threats to the information educational environment of vocational education institutions and students, prevent unauthorized access to information. information flows, identify risk factors and potential threats, choose effective means of information protection in vocational and industrial institutions, independently solve typical and atypical professional problems and situations related to identifying potential threats to educational and industrial information environment and students. Much attention is paid to the formation of professional competence of future computer engineers in the field of information systems security, which is considered a component of their training, a complex process aimed at mastering sustainable practical skills based on motives, values, professionally important qualities personality, professional knowledge in the field of information systems security, which is manifested in effective professional activities and due to specific circumstances and situations. It is emphasized that professional competence in the field of information systems security should be related to the ability of future computer engineers to identify potential threats to the information educational environment of vocational education institutions and students, prevent unauthorized access to information, navigate information flows, identify risk factors and potential threats, choose effective means of information protection (moral and ethical, administrative and organizational, physical, technical, etc.), etc. Key words: information systems security, pedagogical engineer, professional training, professional competence, professional competence of computer engineers in the field of information systems security, formation of professional competence of computer engineers in the field of information systems security.

К вопросу о формировании цифровой культуры сотрудников ФСИН России

The article deals with topical issues of the formation of digital culture of employees of the Federal Penitentiary Service. The formation of the digital culture of employees of the Federal Penitentiary Service of Russia is connected with the need to address issues related to the development of digital competence in the field of digital transformation in the Federal Penitentiary Service for employees of institutions and bodies of the penal system. Digital culture today is an integrated, systemic, holistic personality quality based on an information worldview and information communication interaction, including knowledge, skills, skills, competencies within the framework of professional activity. The formation of digital culture should begin within the framework of training in an educational organization and continue throughout life, in the context of the methodology of continuing education, as part of the development of additional professional programs. The principles of digital culture formation are highlighted: systemic, activity-based, step-by-step formation, axiological, continuity, modeling and structuring of learning, integrity in learning. The formation of a digital culture of an employee of the penal enforcement system today is impossible without the assimilation of new digital competencies in the field of digital transformation tools that ensure the efficiency, timeliness and success of solving professional problems, a diverse analysis of emerging professional situations that require solutions and control. The complexity and multitasking of the official activities of employees of the Federal Penitentiary Service of Russia requires improving the quality of professional activity and professional training, taking into account the trends of social changes taking place today against the background of digitalization, informatization, globalization processes in society, which, in turn, cause and stimulate the development of digital transformation in society. It seems necessary to focus on highly professional training of employees of the penal system in the field of digital technologies and the formation of digital culture.

Autoconscience professionnelle des enseignants de langues étrangères – comment outiller les étudiants en formation initiale ?

The aim of the text is to discuss the possibilities of developing professional self-awareness at the stage of initial education of foreign language teachers. The first part of the article presents theoretical considerations on teachers’ professional self-consciousness, distinguishing three areas of it: professional competence as goals to be achieved, self-evaluation and self-regulation, and teachers’ cognitive, emotional and communicative functioning in professional situations. The second part of the text contains an analysis of selected practical tools that serve to develop teachers’ professional self-awareness, such as The European Portfolio for Student Teachers of Languages, and the European Profiling Grid, tools inspired by E. Berne’s concept of Transactional Analysis, and the author’s reflection grids. The conclusions of the analysis indicate the possibility of the coherent use of available tools and creation of additional tools within the context of education, so that the process of developing teachers’ self-awareness is multifaceted and leads to a sense of professionalism.

Emotional socialization and agency: Representations of coping with old age dementia and Alzheimer’s in graphic novels

This research investigates representations of emotion work and emotional labor in caregiving, in the medium of graphic novels. The study is based on a collection of six contemporary graphic novels that discuss the relationships between older adults who are suffering from dementia or Alzheimer’s and their family caregivers and professional caretakers. Family caregivers are caught in a complicated web of family relationships and new, emerging caregiving roles. We rely on thematic content analysis to identify the main forms of emotional agency, structural constraints and trade-offs in family and professional situations. Emotional agency in caregiving is portrayed as situated, though emerging from divergent definitions of the situations for caretakers and patients; it is embedded in the family system, which is contrastively portrayed with the procedural, less empathic medical institution, and also with the general mass media portrayal of old age. Graphic novels contribute to the emotional socialization of people anticipating situations of suffering, or caring for mental disorders associated with old age.

FORMATION OF READINESS OF FUTURE FORESTRY SPECIALISTS FOR PROFESSIONAL ACTIVITY BASED ON META-SUBJECT INTEGRATION IN CLASSROOM AND EXTRACURRICULAR ACTIVITIES

The article reveals the problem of the formation of readiness of future forestry specialists for professional activity on the basis of meta-subject integration in classroom and extracurricular activities. It is established that the training of future forestry specialists is based on the idea of integrating the efforts and capabilities of different objects and subjects of professional training, which provides for the interconnection of classroom and extracurricular activities. It is revealed that the effectiveness of training of future forestry specialists in classroom and extracurricular activities was provided by meta-subject integration which is the integration of educational material of disciplines of different scientific fields, synthesis of knowledge, skills, and competencies of higher education. It is proved that conducting integration classes on the basis of active teaching methods with the involvement of subject teachers allows to implement an integrative approach and to promote the readiness of future forestry professionals to work according to the following criteria: motivational-personal, cognitive-informational, and effective-practical. The use of methods of a problem statement, problem-solving and project method, etc. in the process of training allows considering potential possibilities of software on the basis of real, significant for the specialist of forestry professional situations, promoting the development of readiness.It is established that the formation of readiness of future forestry professionals for professional activities is achieved through the use of such forms and methods of organizing the educational process in classroom work as business games, defense of creative projects, case studies, teamwork, group discussions, independent work, and more. It is revealed that the current forms of extracurricular activities are electives, various forms of group and club work, quizzes, competitions, exhibitions, expeditions, tourist trips, tourist clubs, professional competitions, professional skills tournaments, and professional career passport development. A special place is given to manufacturing practice.
 Keywords: formation; readiness; future specialists; forestry; professional activity; meta-subject integration; forms; methods; classroom and extracurricular activities.

Developing Communicative Professional Competence in Future Economic Specialists in the Conditions of Postmodernism

A detailed analysis of psycho-pedagogical, methodological and linguistic sources in the article has allowed one to justify and build a holistic model of developing communicative professional competence in economics students. This author’s model includes the interrelated components of communicative professional activities (motivation and goals; orientation and cognition; functions and activities; evaluation and correction), criteria for their assessment and levels of communicative professional competence in economics students (high, average, low). The following pedagogical conditions have been presented in the context of the research: modelling probable professional communicative situations in the educational process; ensuring communicative professional orientation of information and communication technologies; strengthening the subjective position of students during communicative professional training. Their effective use in the educational process contributes to developing the motivational sphere of students, improving their knowledge of languages ​​and other academic courses, enhancing their abilities to apply the obtained knowledge in practice and adequately assess themselves as specialists. The international relevance of the article lies in offering guidelines for educational institutions that strive to enhance the educational processes in a postmodern society.

Construction of developmental educational environment during the e-learning process in higher educational institution

The article reveals the essence of e-learning and its benefits, means of ensuring the effectiveness of e-learning. The aim of the article is to reveal the concept of "developmental educational environment", the essence and structure of the technology of building such an environment in the e-learning process. The following methods are used: theoretical analysis of scientific literature on a research topic, modeling, in order to describe the methods of constructing a situation of reflection, and implementation of exercises for joint activities in the educational process. The article reveals the concept of "developmental educational environment" as an electronic space in which the student transforms from a reader into an active seeker of new information. The examples of its use in various educational and (or) professional situations are presented. The technology of construction of such an environment in the process of e-learning is characterized, namely its components: conceptual, content, procedural and control-corrective. The process of presenting educational information, which is based on a certain concept (system of concepts) and its properties, in conditions of e-learning is presented. Psychological and pedagogical conditions of e-learning are presented, such as an implementation of free choice of learning trajectory by each student; problem-based learning; stimulation of intellectual activity; ensuring interaction with students. The general technique of construction of tasks for team work is presented, the characteristics of mental development of students in the process of work on such tasks are described. It is proven that the implementation of this technology in the educational process allows to bring up each student's desire for achievements in education and professional activities.