Keyword: «self-development»

This article sets out the basic requirements for the person of a military professor, analyzes individual and professional qualities of him, which contributes to the improvement teaching and educational process. There are the main directions of self-improvement of the teaching officer`s personality here. Carrying out the process of improving image and authority will enable to increase the general and professional-pedagogical culture, will optimize pedagogical interaction with cadets and colleagues, will create preconditions for a productive resolution of issues related to the military professionalization of cadets, to unlocking the educational potential of the military university.

In this article we observe psychological features of self-management and goal setting during activities in conditions of online learning. It is shown that people can reach effective self-organization during distance learning and necessary goal setting only when the subject of learning activities has strongly expressed desire for self-development, developed internal control (self-control) and complicated system of strong-willed personality traits.

The article shows the relevance of studying the self-concept as one of the factors that help reach personal potential, ensuring the development of the ability to self-actualize. The purpose of the article is to demonstrate that the levels of self-development are reflected in the different organization of the cognitive and evaluative components of the self-concept in adolescents. According to the results of a comparative analysis, it has been found that persons actively fulfilling their needs for self-development are characterized by self-respect and autosympathy. Persons who do not have an established system of self-development find primarily shortcomings in themselves and they are prone to self-deprecation.

The article describes the process of forming professional reflection among students of secondary vocational education. A theoretical analysis of the literature was carried out, which showed that the category of reflection as a subject of scientific research has a philosophical, psychological, pedagogical background.

The relevance of the research is associated with the study of social responsibility as the basis for the formation of a risk group teenager as a subject of self-development, with the cultivation of social responsibility using pedagogical technologies. The concept of social responsibility is analyzed in the context of preventing deviant behavior in schoolchildren. Social responsibility is defined as the ability to be responsible for oneself, personal self-development and self-design, which is one of the important and essential characteristics of the human personality and individuality. Adolescence is considered as a sensitive period for comprehending and developing this quality. Two highlighted aspects – the study of social responsibility in adolescents at risk in the context of measuring significant age-related psychological characteristics and working out a program for its cultivating determined the goal of the article. The study was carried out on the basis of educational institution No. 4 in Tula. The research methods included a theoretical analysis of the literature on the research problem; design, testing and a pedagogical experiment were used as empirical methods. Taking into account the data obtained, the authors have worked out a program for cultivation of social responsibility in adolescents at risk, where they put emphasis on working with the following components: cognitive, emotional, volitional, and behavioral. The worked-out program of cultivating social responsibility in adolescents at risk is of a complex nature and includes the following forms of work: consultations, seminars, master classes, quests, discussions, training sessions, role-playing games, projects, educational lessons, educational activities of patriotic, creative, sports, health-improving, local history studying orientation. The fundamental principles were the principles of complexity, taking into account the individual and age characteristics of adolescents, psychological and pedagogical support, etc. The research results can be used for working with adolescents at risk in an educational institution, a youth center, an institution of additional education; for development of social partnership in the field of positive prevention of deviant behavior of children and young people.