Keyword: «formation»

The system of social choice and the formation of social knowledge determines the development of the individual through the conditions for personalized clarification of success, productivity, creativity, compliance with the norms of culture and activity. In the selected aspect of theorization, the process of determining ideas, meanings, ideology and methodology for the formation of personal independent work culture in the system of continuous education is determined by the resource and the condition of guaranteed preservation of the individual and society. The scientific knowledge and scientific character of the search for optimal methods and models of theorization and technologization of the process of forming a culture of individual independent work is considered through the historical and systemic-semantic possibilities of clarifying concepts, theories, models and holistically defined individual activity. Analysis, synthesis, comparison, juxtaposition, scientific theorizing and level pedagogical modeling (research methods) are used in the process of generalizing and clarifying the significance of identifying definitions, models, ideas, functions, principles, ideology and methodology for the formation of personal independent work culture in the system of continuous education. The authors highlight the ideas in the structure of scientific research and develop the possibility of constructing and implementing an ideology and methodology for forming personal independent work culture in the system of continuous education. Purpose of the study: to highlight and describe the ideas, ideology and methodology of forming personal independent work culture in the system of continuous education. The scientific and practical novelty of the study lies in the generalization of the experience of setting and solving problems of determining ideas, meanings, ideology and methodology for the formation of personal independent work culture in the system of continuous education, the correctness and consistency of which in the description and analysis is confirmed by the products of the individual development included in the system of lifelong education. In the future, innovative opportunities will be identified for the development of scientific and methodological support for the process of forming personal independent work culture in the system of continuous education taking into account the highlighted ideas, ideology and methodology of forming a culture of independent work.

The article is devoted to the study of the role of the family in the formation of the musical culture of primary school students. In this case, the experience of working in the choir class of the Suntar Children's Art School of the Republic of Sakha (Yakutia) is used. As a result of the study, specific practical recommendations were made.

The article is devoted to the study of the role of the family in the upbringing of a child on the basis of folk art culture on the example of the Republic of Sakha (Yakutia).

The article considers the relevance of the formation of a professional-oriented communicative competence of cadets. The author gives the definition of this concept. The main pedagogical technology presented by the author is the pedagogical situation. Examples of the issues discussed are provided.

Due to the rapid advancement of science and technology and the globalization of society, there is an increasing demand for high-quality science education and its popularization in secondary schools. The growing amount of information and the increasing complexity of science subjects, the updating of federal state standards, and the modernization of the educational system necessitate the clarification of the essence, structure, and functions of the process of professional competence formation among science teachers. The aim of this research is to study the process of professional competence formation among science teachers, including a comprehensive analysis of the essence, structure, and functions of this phenomenon. The research methods included theoretical methods (system analysis and generalization of accumulated pedagogical experience, normative and legal documentation on the research topic) and empirical methods (questionnaires aimed at obtaining quantitative and qualitative data, statistical methods of data analysis). The specifics of the conceptual apparatus were determined, which includes two interrelated groups of concepts: "formation" and "development" in the context of philosophical and pedagogical approaches, as well as the phenomena of "competence", "competency", and "professional competence" from the standpoint of philosophy, psychology, and pedagogy. A survey of the teaching staff was conducted, including questions in the field of formation of professional personal characteristics necessary for effective pedagogical agency in science subjects. The analysis of domestic and foreign scientific literature, normative acts in the field of education, and empirical data obtained during the research allowed us to formulate the author's original definition of the process of professional competence formation among science teachers, to reveal the essence, structure, and functions of the studied phenomenon, and to develop a conceptual model aimed at creating conditions for continuous development of the personal potential of physics, chemistry, and biology teachers, contributing to the improvement of the quality of pedagogical activity. The organizational and pedagogical conditions that ensure the unity of science teachers’ professional competence formation were formulated. The theoretical significance of the research lies in the comprehensive analysis of information devoted to the research problem. Based on the analysis, the essence, structure, and functions were determined, which formed the basis of the model of professional competence formation among science teachers. The practical significance of the research lies in the potential of applying the obtained model to update the content of methodological work in physics, chemistry, and biology, to modernize the content of professional development programs, and to clarify the normative documentation regulating the activities of teachers implementing educational programs in science subjects.