Conflictological competence: Attitude component

The monograph takes the point further of the quality of professional activity of a scientific and pedagogical worker at the present stage of human development and its criteria. It grounds the psychological and pedagogical model, which ensures the quality of professional activity of academic staff. This model epitomizes a system of psychological and pedagogical elements (units) with specified characteristics and properties, which correctly correspond in their value, purpose, and time. They reproduce the process of providing and maintaining a high level of professional knowledge, skills, general and professional competencies, personal qualities and self-organization, professional abilities, professional orientation and activity, motivation for an effective professional activity and psychological and pedagogical professional reputation in interaction with applicants for higher education. It is proved that in structural and functional terms the psychological and pedagogical model of ensuring the quality of professional activity of a scientific and pedagogical worker includes the following interrelated functional units: 1) a knowledge-competency-personal module, which maintains the academic staff’s knowledge, skills, competencies, personal qualities and reputation at a proper level; 2) a professional-motivational module, which motivates to achieve success in professional activities; 3) a professional-managerial module, which effectively manages the higher education process; 4) a professional-orientational module, which ensures its positive professional orientation; 5) a professional-constructive module, which shapes its psychological and pedagogical reputation, as well as prevents occupational hazards. In general this model contains 16 components, which are functionally interacting and ensure the quality of a scientific and pedagogical worker's professional activity. The author has developed a methodology for determining and evaluating the level of development of the quality of research and teaching staff's professional activity and all its components. The level of professional activity of each scientific and pedagogical employee of the sample is empirically determined based on the assessment of its components. The features and differences are also empirically revealed concerning the quality of professional activity of seven subgroups of scientific and pedagogical workers, grouped by their age and length of teaching experience. The monograph broadens knowledge about the content of psychological and pedagogical professional reliability of a scientific and pedagogical worker and its dependence on the worker's professional burnout. The author has further developed the following: ideas about the psychological and pedagogical components of the quality of professional activity of scientific and pedagogical workers; methods of psychodiagnostics of psychological and pedagogical professional reliability of a scientific and pedagogical worker.

The main idea behind the Concept of Contemporary Ukrainian Education is to ensure its quality in accordance with the demands of consumers of educational services, the requirements of the state, international standards and society. One of the leading tendencies in the development of today's professional education is to increase the attention to the issues of training of a qualitatively new level, which are capable of professional self-realization, self-development, creative search, and ability to use new pedagogical technologies in future activity. The starting point in the proper preparation of the future teacher is to ensure their own readiness for the didactically conditioned and pedagogically effective use of information and communication technologies in professional pedagogical activity. Today, the leading educational trend is to integrate visualization technologies into educational practice. Accordingly, the purpose of the article is to analyze the state of preparation of future teachers of the disciplines of the natural and mathematical cycle for the introduction of imaging technologies in their own professional activity. According to the purpose, the tasks, which consist in the analysis of curricula, other providing and corresponding documentation on the outlined direction of preparation for preparation of future teachers of natural and mathematical direction in higher pedagogical educational establishments in the course of preparation of the course, are being singled out. , as well as an analysis of the syllabuses of the disciplines that exist in this area, to ensure that students are prepared to create copyright and adaptations of existing digital visual didactic tools. The article used general scientific methods of research, such as, analysis of scientific, pedagogical and psychological works, information sources on the problem of research, systematization of the views and achievements of scientists, synthesis and generalization of theoretical positions. Higher education institutions have been reviewed for such training for future educators. The research conducted by the authors gave grounds to consider it necessary to make certain changes to the process of preparing future teachers of natural and mathematical disciplines for the use of visualization technologies in their professional activity.

Obtaining valid and reliable information on predicting the success of the formation of professionally important personal qualities is facilitated by the usage of wide range diagnostic methods for assessing the professional aptitude of future specialists, capabilities for their professional development and achieving success in professional activity. The development of individual creative abilities of future designers is the key to their successful professional implementation and building a professional career. Professional aptitude is determined by a set of mental and psychophysiological characteristics of the individual, which are necessary and sufficient to achieve socially acceptable efficiency in professional activity. The determination of professional aptitude consists in evaluating the capabilities of future designers to master the content of design activities and draws up a specialized diagnostic procedure. In the process of diagnostics, the interrelationships of motivational, cognitive, operational and affective components of future designers, their readiness of individual typological properties for professional activity are studied. Based on the results of diagnostics, characterological features are analyzed and professional orientation is investigated. Determining the characteristics of the future specialist is an important condition for improving professional knowledge and skills, the key to their professional skills, achieving productivity, the formation of individuality through the results of work. Diagnosing the professional suitability of future designers is a multidimensional, multifaceted, multilevel system that reflects the content of the development of personality, ensures the effectiveness of identifying the most suitable individual qualities of future professionals to design.

INTRODUCTION. Stress is defined as a state of physical and mental exhaustion, derived from a demanding context. Several national reports indicate that six out of ten teachers present medium to high levels of stress, affecting the quality of their professional activity. This perspective is extremely common in Higher Education. The aim of this research was to better understand the relationships between emotional management, stress and self-efficacy, alongside the effect of other academic and professional variables in Higher Education teachers. METHOD. The present study was descriptive, ex post-facto and cross-sectional and was performed with a sample of 798 Higher Education teachers from 15 Spanish universities, using IBM SPSS v.23.0 software for data analysis. RESULTS. Better emotional regulation was observed in males, those with a stable job and those working in the field of Science. Stress was higher amongst non-academic staff, whilst teaching staff perceived themselves to have greater self-efficacy when they reported family responsibilities and other obligations. Along these lines, teaching experience was determined to favour cognitive re-evaluation and self-efficacy, whilst also decreasing stress levels. This was especially the case amongst permanent teaching staff. Further, emotional regulation favoured a decrease in stress and the development of self-efficacy. DISCUSSION. In conclusion, the need is established to conduct actions for the development of emotional regulation techniques within university teaching staff. This will allow one self to manage stressful situations and inoculate anxiety and stress derived from professional activity. Ultimately, it will result in an improvement in teaching activity, favouring the achievement of the proposed teaching objectives and the academic performance of students.

Today, a country's success in the international arena is determined not by its material wealth or available natural resources, but by its human capital. Accordingly, an important function of the modern state is the creation of appropriate conditions for the realization of human capital, which, first of all, involves the possibility of using educational and creative abilities, skills, and abilities. Therefore, human capital is gradually becoming the driving force of socio-economic development, which actualizes the need to study education as a fundamental component of human capital, which depends on the effectiveness of creating, spreading and implementing innovations; the level of a person's earnings, his participation in labor relations, etc. In the course of the research, a number of general scientific and special methods of cognition were used, including: analysis and synthesis, the method of analytical grouping, the method of systematization and observation. In today's conditions, to achieve success in professional activities and on the labor market, it is not enough to acquire qualifications and basic knowledge and skills, because existing knowledge must be constantly supplemented and developed with the help of continuous self-education and professional improvement. Education affects not only a person, but also the economy and society as a whole. Therefore, countries practicing the knowledge-based economy model are more competitive because they increase labor productivity through the creation and implementation of technological innovations. Thus, modern shifts associated with digitization processes put new demands on the quality of human capital. Such principles determine the need for constant development and improvement of the educational component of human capital, because its active and effective use is an important condition for socio-economic development.

The article identifies the specifics of familiarity with scientific and scientific-methodological works on inclusive education, as well as own pedagogical experience, which allow us to state with confidence the fact of an annual increase in the number of students with special educational needs (hereinafter referred to as special educational needs) and disabled people who study in inclusive conditions. The article also highlighted that due to the constant increase in the number of students with special needs included in the educational process, it was noted that «teachers are faced with the difficult task of meeting the specialized needs of such students, thereby enriching inclusive students in the classroom». It is also determined that domestic scientists are paying attention to the specified problem of «broad introduction of ideas of integration and inclusion to secondary schools, which requires changes to the process of training future teachers».Due to the fact that the problem of inclusion and the field of physical education did not pass by, we also state in our research that «the effectiveness of the introduction of inclusion in the field of physical education depends not least on the training of qualified pedagogical personnel». It was highlighted that despite the fact that there is a large number of works dedicated to the study of adaptation of children with special educational needs to the conditions of the general educational environment, we did not find a comprehensive analysis of the features of physical culture and sports as factors of positive socialization of children with special educational problems. Investigating the teacher’s readiness to interact with students of various nosologies, we analyze psychological-pedagogical and defectological knowledge, and the goal of pedagogical activity is the development of the teacher’s technical capabilities. Values, motives, orientation are the main characteristics of personal readiness to establish interaction, an important condition for the formation of subject-subject relations. The teacher is responsible for organizing conditions for successful learning, where the relevance of the problem of successful learning of students correlates with success in professional activities. The problem of training teachers to interact with students of various nosologies is implemented in the system of additional education, which is based on a systemic and holistic approach to interaction, effective pedagogical communication.

Dynamic changes in socio-political life, European integrative aspirations of Ukraine and the development of a democratic society determined a number of reform changes in the system of national higher education, which affected the spread of academic freedoms and the universities institutional autonomy. The article points out the role of university autonomy and its measuring; the content of academic autonomy is revealed; it is the focused on one of its components – the rating assessment of research and teaching staff professional activities. The aim of the article is to determine the role of academic autonomy as a necessary condition for the evaluation of scientific and pedagogical activities of university teachers and justify the importance of such self-esteem in the system of internal quality assurance of higher education. The article points out the connection between the rating assessment of scientific and pedagogical staff of the university with its mission, vision and development strategy. It is noted that the rating of the university teachers’ professional activities is a multilevel, integrated and complex process, which aims to study the level of quality assurance in higher education at the university and develop and justify management decisions to improve it. Based on the comparison of normative documents and open sources on the Internet of Ukrainian universities from different Ukraine regions and universities included in the QS World University Rankings 2022, it was carried out the analysis of the rating assessment the professional activity of research and teaching staff of higher education institutions. The analysis of self-assessment methods made it possible to identify both common criteria and approaches, аnd certain specifics in the rating policy of higher education institutions, which indicates the institutional autonomy of Ukrainian universities. Generalization the rating assessment practice of research and teaching staff in higher education institutions of Ukraine provides a key to understanding the existing problems and unused reserves in the internal system and the process of ensuring the quality of higher education. Further study the practice of teaching staff professional activities' rating assessment in higher education institutions and taking into account the experience will help to optimize the internal providing system of higher education quality.

There are many questions that are still yet to be explored regarding small group ministry among these questions this article addresses how small groups equip group members for ministry. This article argues that ultimately it is through the learning process in small groups, with the goal of attaining Christlikeness, that group members are equipped for ministry. This article will examine how various learning constructs support the equipping of small group members, and then recommend two propositions for improving small group ministry efforts to equip group members for ministry.

The article provides a comprehensive comparative legal analysis of the system of professional development of academic and teaching staff in foreign countries through the prism of the evolution of educational reforms, the specific features of public administration, and the regulatory and legal framework of continuing pedagogical education. Particular attention is paid to the experience of the United States of America as one of the most developed and, at the same time, highly decentralized educational systems in the world, within which the professional development of academic staff is regarded as a multicomponent, dynamic, and multifunctional system closely linked to teaching practice, the outcomes of scientific research, and the needs of societal development. The study identifies the main stages in the formation and transformation of the professional development system for academic staff in the United States, ranging from a period of minimal state intervention to the contemporary stage characterized by the diversification of forms of professional learning, the strengthening of institutional support, and the enhanced role of standards and mechanisms for assessing the quality of teaching activities. The substantive components of professional development are analyzed, including subject-specific, pedagogical, psychological, and managerial knowledge, as well as a set of practical skills and competencies required to effectively combine research, teaching, and managerial activities within the university environment. Considerable attention is devoted to examining the regulatory and legal foundations of the professional development of academic staff in the United Kingdom, Canada, the countries of the European Union, and the Asia-Pacific region. It is established that a common trend for most developed countries is the intensification of decentralization in education governance, the growing role of local authorities and educational institutions in planning and financing professional development, and the active involvement of non-governmental and private providers of educational services. The article also analyzes models of financing professional development, mechanisms of public oversight over the use of budgetary funds, and procedures for assessing the effectiveness and outcomes of professional development activities. The growing importance of information and communication technologies and distance learning formats in professional development systems is substantiated, as they enhance the accessibility of educational programs, increase the flexibility of learning trajectories, and facilitate the integration of national education systems into the international educational space. Based on the generalization of foreign experience, the study concludes that Ukraine has established adequate regulatory and legal prerequisites for the further improvement of the professional development system for academic and teaching staff, taking into account best international practices and contemporary challenges in the development of higher education.

The article contains materials on peer mentoring as a professional test for trainee teachers. The specificity of a professional and pedagogical test action in the sphere of deviant behavior prevention of minors is identified. Modern peculiarities of peer mentoring as a practice of professional pedagogical activities are highlighted. The role of pedagogical practice in construction acme-oriented system of interaction between trainee teacher and children and teenagers including those from dysfunctional families is described. The possibilities of a professional test are presented as means of implementation the acme potential of educational process in Pedagogical Higher Educational Institution. Empirical research data is given needed for designing a model of organization peer mentoring practices based on the mainstreaming of idea about professional tests. The resource of peer mentoring is presented as a form of professional test implementing for trainee teachers. An author’s vision for the creation of a space model is set to implement professional tests of the trainee teachers through peer mentoring in the sphere of deviant behavior prevention of minors. It has been proved that the most important tasks which actualize acme resource of professional test in teachers’ training for the deviant behavior prevention of minors are: get acquainted students with peculiarities of demonstration deviant forms of behavior; assisting them in professional self-determination (orientation of the activities - prevention and correction of various deviations); development of motivation for professional social and pedagogical activities in accordance to the priorities of self-implementation. It has been shown that for these tasks to be solved successfully it is necessary to ensure: diversification of professional tests forms (its diversity, variations); individualization of professional tests; construction of smooth mechanisms for consultation and mentoring in the execution of professional tests; emphasizing objectives and content of pedagogical practices in the context of professional tests’ implementation.

Having determined at the previous stages of our research the state of readiness of future foreign language teachers to use information technologies in their professional activities, we came to the conclusion that it is necessary to make some changes in the educational process in order to improve the training of students. Thus, the purpose of our further work is to test the methodology developed by us in practice. Source for us were the following provisions: formation of readiness of future foreign language teachers for using informational technologies in professional activity should be continuous, i.e. it is necessary to involve students from the first to the last course and note the contents of educational disciplines, pedagogical practices, NIRS; in the process of training of future foreign language teachers to use informa-tion technologies in professional activities necessary orientation to the object of professional activity of teachers of a foreign language and its features. In order to develop organizational, stimulating and managing skills for future teachers when learning to communicate in a foreign language, we offered students to study such issues as: the possibilities of information technologies for organizing communication in pairs and small groups using role-playing games (based on simulation programs); the role of information technologies in the formation of communicative, linguistic and instrumental motivation when learning a foreign language; teaching monologue and Dialogic writing in a foreign language using information technologies; the main aspects of verbal communication activities of students using information technologies.

This article clarifies the conceptual relationship between democracy and small group processes by providing a definition of small group democracy. A small democratic group is (a) powerful and (b) inclusive, with (c) a membership that is committed to the democratic process. A fully democratic group (d) maintains healthy, democratic relationships and (e) practices a democratic form of deliberationm including equal and adequate speaking opportunities and both comprehension and consideration. The concluding section makes recommendationsforfuture research, including the suggestion that researchers integrate theories of small group behavior with theories of democratic social change.

B a c k g r o u n d . This article is dedicated to the problems of pedagogical creativity of a lecturer as a part of his professional activity. We have examined the concept of pedagogical creativity, analyzed levels of pedagogical creativity and the conditions of professional formation of a teacher. The features of pedagogical creativity are outlined, in particular, innovation, originality, non-standardisation of the process and result of pedagogical activity, going beyond the generally known in pedagogical science and practice. An important prerequisite for the development of a future teacher's creative personality is the personal and professional influence of university teachers. It is important for teachers to use interactive pedagogical technologies that synthesise the achievements of pedagogical science and practice. In particular: activity-oriented (project technologies), personality-oriented (dialogue, training), cognitive-oriented, etc. Pedagogical creativity is an original and highly effective approach of a teacher to solving educational tasks that enriches the theory and practice of teaching and education. It is always a search and discovery of new things. Pedagogical creativity is the creation of advanced pedagogical experience, an innovation that significantly changes views on pedagogical phenomena and is associated with the teacher's creative achievements, high level of skill, and pedagogical art. The high level of creative competence of the higher education teacher is an integral, basic component of the education of the modern specialist, the basis of his successful professional activity and, as a result, the high quality of the educational process and innovative activity. The purpose of the article is to consider the essence of "pedagogical creativity" and to define the role of pedagogical creativity in the process of professional training of future teachers. Re su lt s . Creativity is a form of development; only creative personalities are capable of delivering innovative learning. It is the teacher's competence to have creative competence that is the key to successful professional self-realization. C onc lu si on s The analysis of the professional tasks of the teacher, as well as the requirements imposed on him by the society, shows that the facilitative competence is included in the structure of the professional competence of the teacher and allows to solve the key professional problems.

The author examines the definitions used in legislative documents and pedagogical research connected with the activity of subjects – participants of the educational process («scientific and pedagogical activity», «scientific activity», «pedagogical activity», «creative pedagogical activity», «professional pedagogical activity»). It is stated that the generic concept of the term «scientific and pedagogical activity» («scientific activity», «pedagogical activity») is defined depending on who is the subject of such an activity (a scientist or an educator). The conclusion is drawn that such categories as «scientific activity» and «pedagogical activity» are not identical. The domestic experience related to the interpretation of the concept «pedagogical activity» was analysed. The researchers considered it to be a special kind of social activity, a kind of socially useful activity implemented by adults, teachers’ activity in the course of educational process, a creative process of conscious, purposeful, self-regulated activity of the teacher. It is stressed that the methodological subsystem is indirectly present in such subsystems of teachers’ creative pedagogical activity as didactic, educational, organizational and administrative, social-pedagogical and self-improvement ones. The levels of teachers’ creative pedagogical activities (reproductive, labour-saving, design, innovative ones) were specified. The article is focused on the content of the concept «function of the professional activities of academic staff», which is treated as an invariant component of productive activity of academic staff, the effectiveness of which is provided by applied educational tools, taking into account modern tendencies and developmental peculiarities of education institutions, as well as the level of their professional ability. The main types of teachers’ professional and pedagogical activities are determined (diagnostics of professional orientation, ability to learn, teach and educate; design activity; learner-centred professional training; social and professional education; extracurricular educational work; raising the level of professional and pedagogical education and qualification; innovative activity). The organizational and pedagogical conditions for structuring scientific and pedagogical activities of academic staff in higher education institutions were generalized (ensuring structural and functional unity; staff and structural units’ optimization; standardization of information links; ensuring multifaceted development of academic staff and their self-organization; compliance with the principles of systematicity and complexity in the implementation of professional and job functions). The functions of professional activity of academic staff were distinguished (administrative, motivational, developmental, prognostic, corrective, culturological, educational, professional, the function of providing educational services).

The article is devoted to the study of the features of the formation of logistical competence of future sports coaches. The importance of knowledge of logistics in professional coaching activities is emphasized. The theoretical and methodological aspects of training coaches in higher education institutions are analyzed. The essence of the concept of «logistical competence» is generalized. The structure of the trainer's logistical competence is determined, which includes knowledge, skills and abilities that ensure effective planning, organization and implementation of the training process, taking into account resource, spatial-temporal and informational support. The main components of the trainer's logistical competence are characterized, such as: planning-organizational, information-analytical, communicative, ethical-legal, adaptive-situational, resource. The planning and organizational component ensures integrity and consistency in the coach's work. Not only the effectiveness of the training process, but also the effectiveness of athletes' performances, the preservation of their health and the rational use of resources depend on its quality. The information and analytical component is responsible for the ability to analyze the results of competitions and training, maintain documentation, use information and communication technologies for monitoring and accounting. The communicative component is of key importance for creating a positive psychological climate, effective team interaction and the overall success of sports activities. The adaptive and situational component provides dynamic and adaptive management of the training process, which allows achieving high results even in variable and unpredictable conditions. The resource component is fundamental for organizing the training process. The ability to effectively manage resources allows creating stable conditions for the growth of athletes' skills. The formation of logistical competence in future coaches will allow them to effectively organize, manage and optimize material, information and personnel flows in professional activities.