Keyword: «self-development»

The relevance of the research presented in the article is due to the change in the requirements for the professional training of university graduates in the modern labor market. The purpose of the article is to substantiate the need for the formation of psychological readiness to manage in training of psychologists at the stage of university education. The phenomenon of management in personality psychology is a special issue, since the readiness to management is associated with the essential characteristics of a person, his/her potential ability to be the subject of personal development and the self-made person. The result of the theoretical and methodological analysis presented in the article was the provision that, within the framework of professional training of students – future psychologists, it is necessary to cultivate the development of their ability: 1) to recognize themselves as subjects of their own development; 2) to admit the psychological readiness to manage as one of the values of self-development; 3) to realize the motivation for the development of psychological readiness to management; 4) to instrumental readiness to control themselves and others.

This article provides information about the phenomenon of educational success in primary school age. We examined in detail the concept of "learning success", characterized the features of primary school age and the criteria for the development of educational success in primary school age. As a result of the work, we concluded that academic success is not just the acquisition of certain knowledge, skills and abilities, but also the formation of UUD, the personal development of the student.

The article shows the need for constant development and pedagogical skills of a teacher, reveals the conditions of his successful professional activity. The role of modern art therapy techniques in the development of the personality of a modern teacher is revealed. Using the example of specific exercises, the authors show the specifics of the development of mental cognitive processes.

This article discusses the basic concepts and ideas of the competency-based approach, its relationship with other educational paradigms. Represented in higher education. It is shown that this approach to education appeared not so long ago and over the past period not only has not lost its relevance, but its relevance has reached a qualitatively new level. In the educational paradigm, the goals and planned learning outcomes were formulated in the form of knowledge, abilities and skills (KAS). However, in reality, teachers and methodologists for decades have focused on the transfer of knowledge rather than its application in practice. The importance of the ability to solve a variety of problems and tasks, many of which do not have ready-made solutions, is growing. It is believed that a competency-based approach can solve this problem.

The relevance of this study lies in the changing role of the teacher in modern conditions, in the fact that his/her functions and responsibilities as a teacher must constantly be adapted to the changing requirements of digitalization and globalization. In this regard, teachers need to reassess values and reconsider their attitude towards professional pedagogical activities. In accordance with the modern paradigm of education, a teacher must be mobile, creative, have high creative potential, analytical and communication abilities, he/she must be ready for self-education, self-improvement, must be able to formulate paths for his/her continuous professional development, self-development and self-education. The aim of this study is to analyze and consider the content of the basic concepts of work and professional pedagogical activity of a teacher in the aspect of positive pedagogy. To achieve the goal of the study, we are faced with the task of clarifying and defining the essential characteristics of the professional pedagogical activity of a modern teacher, identifying its component structure in the aspect of positive pedagogy. The study used the method of analyzing psychological and pedagogical literature, aimed at clarifying the essential concepts of “positive pedagogy”, “positive attitude”, “positive personality”, “professional pedagogical activity”. The methods of survey, testing, theoretical and empirical analysis were used. To determine the dynamics of the development of the professional and pedagogical activity of teachers, we used the “feedback” method, as well as the method of statistical data processing on a 5-point scale to determine the motivational, personal, cognitive components, which includes formative and the final stages of assessment. The scientific novelty of this study is the presentation of the analytical concept of “formation of professional pedagogical activity of a teacher” in the research of positive pedagogy, determination of its level and components. The theoretical significance of the study lies in clarifying the components of the formation of positive professional pedagogical activity and the levels of their formation. The practical significance of the study is in the analysis and review of the problem of forming the professional pedagogical activity of a teacher in the aspect of positive pedagogy. These conclusions can become the basis for conducting research on this topic. The main results of the study allow us to conclude that considering the problem of forming a teacher’s professional and pedagogical activity from the point of view of positive pedagogy is relevant in modern conditions