Readiness For Self-development Research Articles

One’s Readiness for Self-Development Through Physical Education

This research paper explores the relationship between an individual's readiness for self-development and their engagement in physical education programs. The study investigates the psychological, social, and environmental factors affecting this readiness and analyzes the impact of physical education on various aspects of self-development. The results reveal compelling insights into the crucial role of physical education in enhancing personal growth and well-being. This research paper explores the significance of physical education in fostering self-development. It delves into the psychological and physiological aspects of physical education, its impact on self-esteem, motivation, and overall well-being. The paper investigates the readiness of individuals to engage in self-development through physical education and the factors that influence their willingness to participate actively.

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

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

The Implementatio of the Blended Learning Technologies at the Higher Military Educational Institution: Features of the Readiness Formation of the Future Special Purpose Specialists for Professional Activity

The technology of blended learning, which combines the advantages of traditional classroom and electronic learning, is considered. It is noted that blended learning is characterized by a double significance (personally significant educational activity and proper organization of educational activity in electronic and traditional format), which contributes to the development of a cadet of a military educational institution as a subject of self-education, and forms his readiness for self-development in the future professional activity. An analysis of the features and essential characteristics of blended learning technology was carried out, its models were investigated, and approaches to introducing blended learning into the educational process of cadets of higher military educational institutions were described. The critical characteristics of blended learning, such as individualization of learning, productive, independent work, appropriate use of classroom time, active implementation of modern information and communication technologies, etc., are highlighted. The interaction of subjects: the teacher, students, electronic educational resources, and the roles assigned to them in the blended learning model are characterized. Electronic resources for implementing blended learning into practice (Google for Education cloud services with basic applications) are considered. The experience of using blended learning technology in the teaching process is described, which is implemented in the form of a three-stage educational model - independent work of cadets (viewing video materials to familiarize themselves with the theoretical material for this lesson, independent performance of tasks to check understanding of the reviewed material), classroom work (active types of educational activity) and post-audit work (independent generalization of the studied educational material). It was concluded that the introduction of blended training into the educational process of future particular purpose specialists, as well as its practical use at higher military educational institutions, contributes to the formation of cadets’ readiness for the activities of future military officers.

Technology of organising students’ project activities towards development of educational independence of a future pedagogue

Introduction. Educational independence is of major importance for the modern teachers’ work; its development is significant for training of future pedagogues. The development of educational independence oriented at the changes of the present and the future and at continuous self-improvement requires applying innovative pedagogical strategies and technologies. The introduction of project activity organisation technology for students of pedagogical profile, to be implemented in the educational process at the initial stages of training, is applied fragmentarily and is not comprehensively researched. Aim of the research: theoretical substantiation and approbation of project activity organisation technology for the development of students’ – future pedagogues’ – educational independence. Materials and methods. The participants of the experimental survey were represented by students majoring in “Pedagogical Education (different profiles)” at Tambov State University named after G.R. Derzhavin (45 persons) and State University of Education (45 persons) in 2022-2023 academic year. Theoretical research methods: analysis and generalisation of the history of the given issue, modern approaches to the development of educational independence, pedagogy of project activity. Empirical research methods: “Assessment of the ability for self-development, self-education” (V.I. Andreev), “Readiness for self-development” (V. Pavlov); expert card for assessing educational independence; assessment of project activity results; questioning; observation; content analysis of reflective texts. Statistical methods: Mann-Whitney U test. Results. The project activity organisation technology was developed for the formation of educational independence of a student – future pedagogue at the initial stage (level – Bachelor degree), depending on the initial level of preexisting educational independence (Introductory stage; Corrective stage; Development stage; Intermediate goal achievement stage). It was established that the use of the project activity organisation technology in the educational process has a positive impact on the development of educational independence of a student – future pedagogue. The research results confirmed the positive dynamics of this influence. The expedience of using project activities in future pedagogues teaching process was duly substantiated. The students, participating in project activities, select the field within the chosen speciality which will help them to realise their full potential in the future. It was revealed that the application of the designed technology showed effectiveness in the development of educational independence of a student – future pedagogue according to the following criteria: motivational/target-oriented (U = 584; p ≤ 0.01); cognitive/activity-based (U = 531.5; p ≤ 0.01) and evaluative/reflexive (U = 547.5; p ≤ 0.01). Conclusion. The novelty of the implemented research lies in the development of a project activity organisation technology for a student – future pedagogue, aimed at the development of educational independence, a set of supporting content, project topics for individual work. The results can be used in teaching other profiles and levels of higher education.

Acmeological technology of forecasting individual professional-oriented trajectories of students’ personality development

Introduction. In the conditions of deep transformations of modern society and labour market, the problem of revising qualification requirements for the content and level of training of professional personnel is being actualised. The main task of university education is to modernise curricula in order to form an independent subject of the educational process. The formation of such a specialist is possible through the use of individual scenarios for the educational and professional development of the student’s personality, both in basic and additional, including distance education throughout his/herprofessional biography. Only, in this case, the graduate will be ready to meet with the social and professional innovations of the future. Aim. The aim of the study is to theoretically substantiate, develop and test the acmeological technology of forecasting the individual professional-oriented trajectory of student personality development in the educational process of the university. Methodology and research methods. At the theoretical level, the article substantiates the concept of “individual professional-oriented trajectory of personality development”, develops the authors’ acmeological technology for predicting individual scenarios of educational and professional development of a student’s personality. The following tools and methods were applied: analysis, comparison, generalisation, authors’ interpretation of psychological and pedagogical literary sources in the field of individualisation and personalisation of education, construction of individual trajectories of educational and professional development of the student’s personality, and technological approach in education. The method of structural and functional modelling of acmeological technology was applied. The essence of the abovementioned method is to identify and describe the fundamental structural components and stages of technology that ensure the achievement of the desired result, identify the relationships between them and establish their functional characteristics. The experimental work included the initial diagnosis of a total sample of 180 first-year students of the Faculty of Psychology. The initial diagnosis was conducted before the implementation of the elective programme. As diagnostic tools for studying individual educational and professional trajectories, the following were used: the authors’ questionnaire “Individual Trajectories of Educational and ProfessionalDevelopment of Students” by E. F. Zeer, L. N. Stepanova; “Modified Questionnaire for the Diagnosis of Self-Actualisation of Personality” by A. V. Lazukin in the adaptation of N. F. Kalin; methodology “Investigation the Motivation of Studying at a University” by T. I. Ilyina; methodology “Meaning-Life Orientations” by D. A. Leontiev. To diagnose soft skills of students, a set of techniques was employed: “Coping Behaviour in Stressful Situations CISS” by S. Norman in adaptation by T. L. Kryukova; the test “Ability to Predict” by L. A. Regush; the methodology “Research of the Attitude of Personality to Innovation” by N. M. Lebedeva, A. N. Tatarenko; test “My Information Culture” by N. I. Gendin; self-test “Readiness for Self-Development” by V. V. Pavlov, T. A. Ratanova, N. F. Flakhta. Statistical data processing was carried out using the standardised IBM SPSS Statistics 17.0 software package. Results and scientific novelty. The concept of “individual professional-oriented trajectory of student’s personality development” is clarified; its structural components are highlighted: value-motivational cognitive, operational-activity and reflexive. The logical-evolutionary, system-dynamic, project-based and personal approaches of individual scenarios forecasting of educational and professional development of students developed by E. F. Zeer are presented. The following principles of forecasting the academic and professional development of the individual are substantiated: the principle of personal co-development, education and professional development; the principle of interaction of individual, personal and professional development; the principle of socio-professional mobility; the principle of alternative and multivariate forecasting of the professional future. The intrapersonal and environmental predictors of forecasting the individual educational and professional trajectory of student development during the period of professional training are determined, among which special importance is given to the educational environment of the university and its characteristics such as intensity, psychological comfort, democracy and openness. The acmeological technology of individual scenarios forecasting of educational and professional development of students has been scientifically substantiated, developed and tested. The results of testing confirm its effectiveness and the possibility of use in secondary and higher educational institutions. At the same time, the presented technology can be considered as a tool for improving students’ soft skills: innovative potential of the individual, willingness to solve problems and self-development, meaningfulness of life, development of a personal goal-setting system and time management. The obtained results expand the ideas existing in psychological science about the ways of individualisation of educational and professional personality development. Practical significance. The research results can be used in educational institutions of higher and secondary vocational education by psychologists, tutors, teachers who provide psychological and pedagogical support to students. Forecasting individual scenarios of educational and professional development promotes conscious entry into the profession and awareness of the personal meanings of the education received, which is of particular value as a prevention of negative scenarios of professional development of the individual in the future.

INTELLECTUAL-COGNITIVE CHARACTERISTICS AND INTERPRETIVE COMPETENCE OF THE INDIVIDUAL: ANALYSIS BASED ON THE MATERIALS OF THE EXPERIMENT

The work is devoted to the problem of intellectual and cognitive factors and components of the interpretive competence of the individual. From this point of view, the materials of the previously conducted experiment are analyzed. The purpose of the experiment was to reveal tendencies to correlate the level of formation of human interpretive processes with the level of development of the main metacognitions: intellectual initiation, strategicness, reflection and decentration. The analysis confirmed the leading role of these intellectual and cognitive abilities of an adult in terms of the role in the formation of his interpretive potential. The role of each of the metacognitions in terms of meaning-making or meaning-perception processes in the context of human interpretive skills is analyzed. The correlations of individual components of each metacognition with the development of interpretability in a person are monitored and some phenomena revealed during the survey are analyzed. This concerns such qualities as independence, planning, programming, modeling, evaluation of results, readiness for self-development, reflexivity, subjective quality of choice, dialogicity of interpersonal relations. It was concluded that required components of an adult's interpretive competences are the development of mechanisms for evaluating results, thoroughness, independence and satisfaction with choices, readiness for self-development. A higher level of formation of interpretive mechanisms in an adult correlates with more productive reflection (systemic) and fewer manifestations of unproductive (introspection and quasi-reflection), as well as a higher level of indicators of dialogicity, self-value and constructiveness of interpersonal relations, which indicates the development of decentration. Constant configurations of metacognitions have been revealed, which can be considered hypothetical factors of influence on a person's interpretive capabilities. The main axes of contrasting existing metacognitive skills as levers of influence on the formation of interpretive processes of adults are: (a) presence of most metacognitive skills in a person – lack of competence in most metacognitions and (b) reflexivity – non-reflexivity of a person.

РАЗВИТИЕ ТВОРЧЕСКОГО МЫШЛЕНИЯ БУДУЩИХ ДИЗАЙНЕРОВ В ПРОЦЕССЕ ОСВОЕНИЯ ТЕХНИЧЕСКОЙ ГРАФИКИ

We reviewed the experience of developing creative thinking of students studying in the “Design” major. A team of teachers included “technical graphics” into the already existing integrative model of professional training for designers. For this purpose, graphic tasks were specially developed that build readiness to act in non-standard situations by using the creative potential of each student. The experimental work was carried out in three stages. At the first stage, a system of graphic tasks was developed that would allow the academic discipline “Technical Graphics” to be included in the general block of professional competencies of the integrated model of designer training. The traditional course included tasks to transform the shape of an object, as well as a group of creative tasks, among which tasks with design elements turned out to be especially significant. The experiment was carried out over 10 years. At the beginning of each academic year, a control sample of the components of students’ creative thinking was carried out when solving the simplest type of problems. At the second stage, during the year, the theoretical and practical fundamentals of drawing were mastered. At the same time, students’ abilities for abstract thinking, mastery of logical operations of analysis and synthesis developed, and the ability to think variably, systematically, rationally, and originally was developed. At the same time, spatial concepts were formed, which largely determine the level of professional training of any designer. At the end of the year, the same components of creative thinking were tested, but when solving problems of increased complexity. The work carried out showed that technical graphics can successfully develop the creative thinking abilities of students. This increases students’ readiness for self-development and self-realization in professional design activities.Keywords: creative thinking, design training, technical graphics.

ПРОБЛЕМА БАР’ЄРІВ САМОПІЗНАННЯ В ПРОЦЕСІ ФОРМУВАННЯ В МАЙБУТНІХ ФАХІВЦІВ ГОТОВНОСТІ ДО САМОВДОСКОНАЛЕННЯ

In the article, the main results of the research of relevant issues of discovering barriers of self-knowledge in the process of formation of future specialists` readiness for self-development are disclosed. It is emphasized that barriers of self-understanding encourage understanding, awareness of ideas about oneself and one`s own activity, testify to a high level of self-awareness development that implies the presence of a permanent dialogue of an individual with themselves, observation and self-analysis of their own feelings, deeds, actions. Self-development is based on self-motivation as a direct action of a person on actualization of aspirations and concentration of energy for achieving a goal set. Self-esteem is a lever of awareness of future specialist`s activities. Pedagogical barriers of self-knowledge of a future specialist are justified: the absence of motivation for professional self-development, inadequacy of skills of introspection, no systematicity in searching for mistakes, analysis of results of current work, blocking disclosure of personal interests and values, absence of installation to the achievement of close and far goals, inability to carry out a critical analysis of one's own activity. It is admitted that an issue of self-understanding, one of the most important characteristics of nature of a person, form of mastering reality that means the disclosure of semantic content of activity that contains of barriers of self-knowledge, is coloured with cognitive, creative activity of future specialist. On the basis of gained results the conclusion was made that the self-knowledge of a future specialist, first of all, is a base of awareness by a personality themselves as a self-value, disclosure of aptitudes, cognitive abilities, the actualization of value attitude to the members of a process, search, support and amplifying of levers of the effectiveness of mechanisms of organization of professional activity; secondly, it is a background and stimulus of a desire to self-improvement, a factor of self-realization of a specialist. It enables internal assessment of the educational process and interrelation with a predictable result and further regulation of one`s own behaviour relating to professional tasks. The analysis of the material above gives an opportunity to assume that self-knowledge facilitates the self-development of a specialist. It is noted that an analysis of one`s own activity as a process of professional experience is an instrument of overcoming the existing barriers at work, and stimulus to self-improvement. That is why the development of an ability of a future specialist to overcome and prevent the barriers of self-knowledge is an important condition for determination of the main aspects of the professional activity and complications which appear during the professional preparation. To further areas of research on this issue belongs the study of the evolution of scientific ideas about the formation of professional competencies of future specialists on the basis of individualization of professional preparation. Keywords: self-development, barriers to self-knowledge, future specialist, readiness, self-understanding, self-motivation, self-realization.

Peculiarities of Professional Training of Educational Managers in Conditions of Transformation Processes

The article is devoted to the study of theoretical aspects of professional training of educational managers within the requirements of modern transformational society. In the conditions of the prevailing postmodernism new requirements to the manager of education as the specialist and as the person are allocated, according to what the emphasis on the influence of such processes as globalization, informatization, and innovative development on the preparation of modern experts in management is made. Changes in the educational paradigm indicate the need for a specialist with universal abilities, able to quickly adapt to new socio-economic and social changes and effectively perform their professional duties. The analysis of the newest tendencies in pedagogical education proves the growth of requirements to professionally significant qualities of the head of a modern educational institution. Based on a thorough analysis, the features of professional competence of education managers, their professionally important and personal qualities that determine their professional activity are determined. Among the main professionally significant qualities of an education manager are such as strategic thinking, readiness for self-development, ability to make operational decisions, special and general abilities, positive motivation of professional activity, cross-cultural competence, emotional intelligence and cognitive empathy, effective time management. It is established that the effectiveness of management activities of a modern education manager is determined by his ability to properly assess the business environment, set complex but achievable goals, organize staff for their implementation.

Two-Tier Model оf Training Future Teachers for Coaching at out-of-school Institutions

The article presents a two-tier model of training future teachers for work in out-of school educational institutions based on coaching. Its essence is that at the first level, the future teachers master the theoretical and methodological foundations of coaching both with the help of university teachers and independently, and at the second stage, they, first with the teachers’ support and then independently, organize training based on coaching in out-of-school training institutions and thus in the process of working with children develop their professional competencies. For theoretical justification and practical verification of this model effectiveness, a pedagogical experiment was organized at the Carpathian National University, Ivano-Frankivsk, Ukraine. During its conduct, the prognostic tools developed by the authors of this study to determine the level of students’ readiness for self-development and the coaching methodology of pedagogical training were tested. Based on the results of the research and the experiment, the effectiveness of the presented model and the feasibility of its use in the work of general educational, out-of-school and higher education institutions are substantiated.

Formation of pedagogical university students’ readiness for professional self-education

The relevance of the research subject is determined by the higher-education modern requirements to students’ (future teachers’) readiness for professional self-education. One of the conditions for its formation is the use of interactive teaching methods in educational and professional activities, that provide for formation of due skills and abilities connected with professional self-education, as well as monitoring the level-indicator dynamics of pedagogical university students’ readiness for professional self-education. The research was carried out on the basis of the Branch of Omsk State Pedagogical University in Tara (N=80), with the use of the methods: “Assessment of the ability to self-development, self-education” (V.I. Andreev), “Readiness for self-development” (V. Pavlov), “Assessment of development level of student’s readiness for self-education” (O.N. Inkina) and the uniquely designed questionnaire “Knowledge of self-education basics”. The reliability of obtained data was verified using the χ2 Pearson’s test. The interactive teaching methods (case studies, projects, research methods, discussions, methods for formation of future teachers’ reflexive position, etc.) that provide for formation of self-educational competence are included in the content of lectures and seminars under the course “Pedagogy” which aims to develop the bachelor’s basic professional competence by forming theoretical knowledge, cognitive and research skills of future pedagogues. Based on the comparative analysis of empirical data and statistical analysis, positive dynamics was ascertained as well as reliable increment of level indicators’ values for all criteria towards formation of students’ (future teachers’) readiness for professional self-education: motivational (p≤0.01), cognitive (p≤0.05), pragmatist (p≤0.05), reflexive (p≤0.01). The obtained results confirm the hypothesis that systematic inclusion of interactive teaching methods in the content of professional disciplines contributes to the formation of students’ readiness for professional self-education.

To develop a methodology for finding the competencies of agricultural workers with a positive economic return

The paper describes a study by the example of processing the results of a survey of 200 employees of the agro-industrial complex on psychological tests, work experience and salary level. The authors identified the following groups of competencies: intellectual and educational, communicative, motivational and volitional, management. 15 psychological tests were used to assess their presence in respondents. After correlation and variance analyses, a statistically significant model of the dependence of the wage level on 12 indicators was obtained: ability and readiness for self-development and self-education, tolerance, high motivation for success, self-actualization of personality, strong interest in professional development, focus on interaction, high level of emotional intelligence. At the same time, it can be used in research only for the agricultural complex at the current time, i.e., at the beginning of the sixth technological order.

Characteristics of Psychological Readiness for Social Activity as Determinants of Different Forms of its Manifestation among Russian Student Youth in the Saratov Region

In modern studies, there is a contradiction between the passivity of young people in the manifestation of their social activity and the ideas of society about their progressive role in the development of civilization. In this regard, it becomes especially relevant to solve the problem of increasing the involvement of student youth in social processes through the search for factors that determine their psychological readiness for social activity, as aimed at being included in socially transformative activities, allowing young people to realize their potential in various spheres of life. In order to find a solution to this problem, a study aimed at analyzing the determinants of psychological readiness of Russian students to manifest various forms of social activity was conducted. The empirical study was carried out on a sample of students who live in the Saratov region and study in organizations of secondary vocational and higher education (Russian Federation, Saratov, N = 197; aged 18 to 23). The characteristics of psychological readiness were identified using the following methods: Personality Emotional Orientation Assessment (B.I. Dodonov, verified by N.A. Belskaya), General Self-Efficacy Scale (R. Schwarzer, M. Erusalem, adapted by V.G. Romek), Readiness for Self-Development (V.L. Pavlov) and Personal Change-Readiness Survey (A. Rolnik, S. Hezer, M. Gold, K. Hull, adapted by N.A. Bazhanova and G.L. Bardier). The intensity of social activity and different forms of its manifestation was determined using a questionnaire developed by a team of authors (R.M. Shamionov et al.). The study revealed some specific features in the determination of various forms of social activity by characteristics of psychological readiness for their manifestation among Russian students. It is shown that social activity in different forms of its manifestation can be determined by personal emotional orientation as a characteristic of emotional readiness, self-efficacy as an indicator of readiness to overcome difficulties in a social context, and characteristics of personal readiness for change, among which passion (energy), confidence and ingenuity dominate. It is found that, among young students, psychological readiness to the greatest extent determines the intensity of subcultural, altruistic and educational-developing forms of social activity, minimally associated with the manifestation of socio-political and Internet network forms of activity and is not associated with religious activity.

ПРОБЛЕМА ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ У СТУДЕНТОВ МУЗЫКАЛЬНОГО ВУЗА КИТАЯ В ПРОЦЕССЕ ОБУЧЕНИЯ МУЗЫКАЛЬНО-КОМПОЗИЦИОННОЙ ДЕЯТЕЛЬНОСТИ

The relevance of the article is due to the fact that in China, as in most developed countries, specialists with flexibility, mobility, the ability to quickly adapt, readiness for self-development and selfrealization are in demand, that is, he should have professional mobility. An example of such personalities is a number of figures in the musical culture of China: Liu Shikun, Zhou Guangzhen, Wu Zujiang, etc., who successfully combine performing, composing, pedagogical, research, organizing, social and other hypostasis within their profession. This determines the need to solve this problem in the process of professional training of specialists at the university. The purpose of the article is to substantiate the need to form professional mobility of students of music universities in China and to identify the possibilities of music and composition activities in solving this pedagogical problem. Methodological basis of the study: theoretical provisions on the leading role of activity as a source of personality development (A. N. Leontiev and others); concepts of professional mobility and professionally important qualities of a specialist (L. V. Goryunova, E. F. Zeer, etc.); theoretical provisions on the essence and content of musical and compositional activity (B. R. Iophis, D. N. Pavlov). The following research methods were used: study and analysis of scientific literature, analysis and synthesis of pedagogical experience, analysis of instructional and methodological documents, pedagogical observation. The scientific novelty consists in the fact that the authors of the article analyzed training programs in a number of areas related to musical and compositional activities implemented in music universities in China. It is concluded that the requirements for graduates contained in these programs include the preparation of students for work in related specialties and the readiness to carry out various types of professional activities – music and composition, pedagogical, research, cultural and translational and organizational. A specialist should be able to easily switch from one activity to another, perform activities in a related professional field – that is, he should have professional mobility. The authors of the article reveal the possibilities of musical and compositional activity in the formation of cognitive-activity, value-motivation and adaptiveregulatory components of professional mobility of the future composer.

ТЕХНОЛОГИЯ ПЕДАГОГИЧЕСКОГО СОПРОВОЖДЕНИЯ САМОРАЗВИТИЯ ПОДРОСТКОВ В ДОПОЛНИТЕЛЬНОМ ОБРАЗОВАНИИ

The article is constructed in the context of studying the problem of personality self-development in pedagogy and contains a description of individual research results, including the development, theoretical substantiation and experimental verification of the technology of pedagogical support for self-development of adolescents in additional education in a situation of overcoming difficulties, methodologically based on the reflective-value approach. The essence of the technology lies in the adolescent's independent choice of the optimal strategy for overcoming difficulties, caused by the need to solve the actual problem situation. Based on the methodology of the reflexive-value approach, the technology assumes taking into account the patterns and principles developed in the context of the reflexive-value approach to pedagogical support of self-development of adolescents in additional education, and also contains a list of conditions for its implementation, a description of the algorithms for the actions of the teacher and the adolescent. The content of the technology is revealed through three stages: diagnostic, the stage of the teacher's application of the methodology of problem situations and the stage of building a self-development project by a teenager accompanied by a teacher. The article presents the results of an empirical study of the image of "I" - the ideal of modern adolescents, conducted with the participation of 969 adolescents living in Kaluga, Kaluga region, Yaroslavl, Moscow and Lyubertsy. The results obtained predetermined the need for the development and testing of the pedagogical technology under consideration and revealed its specificity. The technology of pedagogical support of self-development of adolescents in supplementary education has passed an experimental test in a formative mode in the conditions of the educational organization of supplementary education in the city of Kaluga, as well as in supplementary education of rural secondary schools in the Kaluga region. A positive dynamics of the level of adolescents' readiness for self-development and an increase in adaptive coping strategies as dynamic in the subjects of the experimental groups were diagnosed, which makes it possible to recommend the technology for its use in the educational practice of additional education.

Psychological characteristics of students readiness for self development

Psychological characteristics of students readiness for self development

Psychological Components of the Quality of Life of Students with Voice Impairment

The article is devoted to the description of the results of an empirical study of the quality of life in students (boys and girls) with a pathology of the vocal apparatus and their conditionally healthy peers. As a result of the work carried out, the features of the psychological structure of the quality of life of boys and girls with voice impairments were identified in comparison with conditionally healthy respondents. The influence of readiness for self-development on the quality of life of boys and girls with voice disorders was studied. It turned out that the severity of cognitive needs and readiness for selfdevelopment is a significant factor influencing the psychological structure of the quality of life of individuals. At the same time, the structure of the quality of life includes components of readiness for selfdevelopment, existential fulfillment, internal resources, personal activity and satisfaction with life.

Theoretical and Methodological Model of the Influence of Mindfulness Practices on the Teacher’s Personality

The relevance of the study lies in covering the potential of meditative practices in the educational process. The purpose of the study is to carry out a theoretical analysis and outline the probable forms of integration of mindfulness practices into the educational process on the example of teachers, as well as to create a theoretical model of the influence of mindfulness practices on the teacher’s personality with professional destruction. The study highlights the main theoretical models of understanding mindfulness practices. The most effective and most frequently used techniques of awareness practice are analysed. The main educational centres of mindfulness in Ukraine are highlighted. Theoretical analysis of empirical research of foreign colleagues in the field of positive influence of mindfulness practices on the personality is carried out. The causes of professional destruction of teachers are analysed. The expediency and efficiency of this integration are argued. Among the positive changes due to the use of awareness practices by teachers are: improving the level of concentration and recollection; increasing attention to the needs and emotional states of students; creating emotional balance and preventing burnout; increasing the level of stress resistance; improving the quality of relationships at work and at home; increasing productivity and as a result of academic success; forming openness and readiness for selfdevelopment; development of the level of reflection and skills to regulate one’s emotions; improving the psychological climate in the classroom and maintaining overall psychological well-being; improving the quality of life and increasing the subjective feeling of happiness. The scientific novelty lies in the creation and operationalisation of a theoretical model of the influence of mindfulness practices on the teacher’s personality with professional destruction through the lens of cognitive, emotional, physiological, and behavioural levels. It is established that the practice of awareness is the main skill of presence in everything that happens to us, around and inside, in the body, feelings and thoughts

PSYCHOLOGICAL FUNDAMENTALS OF INTERNET RESOURCES DESIGNING FOR THE ADULT`S SUBJECTNESS DEVELOPMENT

The article shows that cyberspace is the result of an adult's own goal setting, his choice of sites and other Internet sources (including groups in social networks) for work, activities, education, communication, entertainment etc., also the formation of its socio-cultural virtual space of development. Each adult builds his own space in his own way in accordance with the goal, readiness for self-development, the level of motivation and the presence of a project of self-development. This requires a well-developed strategic intellect and subjectness. Specially designed content contributes to the preservation and development of the mentioned psychological properties of users in crisis life circumstances (like quarantine self-isolation). An experimental study of the subjectness development in crisis quarantine conditions was conducted in the context of design-technological paradigm on the materials of the designed by us on Facebook "Group of psychological support during the coronavirus." The group consistently considered the most important psychological problems of adults in quarantine and self-isolation: psychological features of professional activities in distance format, self-development and self-learning, problems of children distance learning, communication with them about quarantine problems. Much attention was paid to the specifics of experiencing self-isolation and, accordingly, psychological support for different age groups: children, youth, middle-aged and elderly people. Gender and family issues, problems of adults and people with special needs, conflict prevention, etc. were covered. Adequate communication culture with a wide use of mutual respect, humor, optimism and a proactive, subjectness position was specially cultivated in the group discussions. The transformation of users from passive consumers of information to active creators of their own virtual content has contributed to the development of their subjectness in the process of group interaction. It is shown that groups in social networks, professionally designed and organized taking into account the psychological characteristics of both content and communicative interaction, have great psychoprophylactic and development potential.

Вариативность как ведущий принцип конструирования индивидуальной траектории профессионального роста преподавателей колледжа

The necessity of using a variational approach when designing an individual trajectory of professional growth for college teachers is substantiated, which involves taking into account the level and characteristics of their professional and personal development. The article presents the results of an empirical study, the purpose of which was to identify the types of individual trajectories of professional growth of college teachers. The study involved 214 teachers with a teaching experience of 3 to 38 years. The study was carried out using two specially selected reliable and valid methods: a diagnostic technique for the level of partial readiness for professional and pedagogical self-development (Fetiskin N.P., Kozlov V.V., Manuylov G.M.) and a methodology for studying professional motivation developed by K. Zamfir and modified A. Rean. The main research methods are comparative (calculation of the χ2 test and Student t-test) and correlation (calculation of the Spearman correlation coefficient) analyzes. As a result of the study, it was proved that the professional and personal development of college teachers is characterized by its diversity and variability, associated primarily with the motives of their professional activity and with the level of formation of their readiness for self-development and self-education. A typology of individual trajectories of the professional growth of college teachers has been developed, which determines its main directions and content and includes adaptive, activating, stimulating and correcting types of individual trajectories. Based on the results of the study, it is concluded that it is necessary, possible and advisable to use the variability principle when designing individual trajectories for college teachers' professional growth, which allows us to achieve our goals in practice and thereby contribute to the realization of the idea of continuing pedagogical education of pedagogical workers of modern educational organizations of secondary vocational education.