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The article is the first to address how teachers can evaluate their professional reflection within the neuroscience framework. The authors discuss the potential and conditions for teachers' self-monitoring, driven by internal personal stimuli. The article aims to offer a preliminary overview of neuropedagogical literature, paving the way for further research. Additionally, it seeks to outline the neurophysiological basis of teachers' professional reflection and conduct a demonstrative sociological quasi-experiment. This experiment supports the main thesis that reflexivity, reflection, and self-reflection in teachers when driven by intrinsic motivation, can function both as a professional tool and as a subject of transformation in neuropedagogy, while also being measurable and interpretable through neuroscientific approaches. The authors used methods of relevant selection and systematic analysis of scientific sources, along with pedagogical modelling, which involved developing an algorithm to stimulate and sustain natural teacher reflection. They also applied quasi-experimental surveys to assess the presence and level of awareness of three distinct stages of professionally significant reflection among teachers. The study reveals that many existing theories of reflection within academic discourse fail to enhance the effectiveness of professional teacher reflection adequately. This reflection can become natural and ongoing when grounded in one's internal emotional stimuli, with minimal external influences. The authors established the importance of distinguishing and measuring the phenomena of reflexivity, professional reflection, and self-reflection, which can be incorporated into the broader neuro-structure of a specialist's self-regulation. These concepts can also be applied to the theory of pedagogical reflexology. The international significance of the article lies in the potential to apply the self-monitoring model of professional reflection for teachers within the neuropedagogical framework of teacher training programmes. This approach combines the authors' methodical strategies. Its effectiveness suggests that the model can serve as a framework for fostering professional reflection in current educational contexts. [ABSTRACT FROM AUTHOR]

The article characterizes one of the most promising models of blended learning in higher education institutions. The article describes the peculiarities of improving the education process, the formation of motivational and professional competency of future specialists as well as the usage of one of the models of blended learning--"flipped learning", within which the personal-oriented approach is implemented and the interaction between teacher and student significantly increases. On the basis of the analysis of specialists' training in higher education institutions in the USA, Germany, Austria, South Korea by means of the blended model with the usage of the "flipped" and ubiquitous learning, it has been found out that specialists' training using these technologies will facilitate the absorption of significant amounts of information, the realization of individual and cooperative activities of students, teaching by project technologies that enables to develop communicative skills of students. All this makes it possible to train future specialists to work in the informational society in accordance with the requirements of labour market.

Society is intensively developing in the context of informatization and the use of innovative technologies, which causes the need for changes in various spheres of life and relevant social institutions. Such a trend determined the relevance of the research problem, in particular, a hypothesis was formed about the effectiveness of neuropedagogical and information and communication technologies as a factor in reforming modern education. The purpose of the research is the role of neuropedagogy in modern, the effectiveness of informatization as a reforming factor. The tasks of the research are aimed at determining the aspects of the effectiveness of the application of innovative and neuropedagogical technologies in the educational process, in particular, the neuroscientific aspect and the computer as a set of innovative technologies. The article characterizes the categorical and conceptual context of the educational trends of the modern information society, which is in the process of formation and reformation. In order to determine the specifics of the research problem, the theoretical and methodological foundations of scientific publications in the relevant field were analyzed. The concepts of neuropedagogical technologies, reforming modern education, computerization of education are summarized, methodological technologies of the educational process are analyzed in the context of neuroscientific technologies. In the course of the study, the method of abstraction, descriptive and research method, method of analysis and synthesis was applied. [ABSTRACT FROM AUTHOR]

The article talks about the author's improvement of the training of skilled workers for professional activity and its effectiveness. The purpose of the research is a theoretical study of the problems of organizing the training of skilled workers and experimental verification, proposed by the authors of the organization within the framework of the experiment. The research methods are theoretical (analysis, synthesis, modeling, comparison, systematization, generalization) and empirical (a wide range of diagnostic techniques), as well as methods of mathematical statistics with testing the null hypothesis by the chisquared test. New information and digital technologies based on the use of personal computers and multimedia tools were widely used during the training. Extracurricular work in general, general technical and special disciplines, which was carried out according to our methodology was systematic, its content was focused on the professions that are mastered by students of vocational education schools (VES). Percentages that reflect the number of correct answers at higher levels (III-IV) in the experimental groups exceed similar indicators for control groups with a reliability of 95-99.9%. Thus, the examination of the pedagogical capabilities of the proposed organization of training in VES confirmed that it provides high results of training of skilled workers in vocational education institutions. International significance of the article. The article proposes the author's effective (experimentally verified) organization of training for transitional education systems in developing countries. This system can become the basis for the development of national systems for organizing vocational education in post-totalitarian countries. [ABSTRACT FROM AUTHOR]

Lifetime employment of specialists in physical education and sport is possible only under the conditions of enhancing their professional self-development, whose essential component is innovative activity. The article aims to identify the current level of innovation of professional activities of specialists in physical education and sport. It is also essential to determine the main characteristics of the innovation indicator during professional self-development of specialists in physical education and sport. The selected psychodiagnostic methods have made it possible to diagnose specialists in physical education and sport and reveal the main characteristics of the innovation indicator, namely, average, quadratic deviation, asymmetry and excess. The paper also used following methodologies: self-efficacy diagnosis, the level of subjective control and the style of response to changes. The research sample comprised of specialists in physical education and sport of different age groups, with different experience and qualification degree. In total, the study involved 209 participants. The total dispersion of the selected factors for the research groups with a prevailing conservative style is approximately 61%. The development of capability for innovation in specialists in physical education and sport involves enhancing their psychological qualities such as particular sensitivity to professional changes, readiness to take risks and be responsible for possible failures, independent judgment while taking professional decisions, focus on personal and professional self-development, willingness to search for new professional ideas. [ABSTRACT FROM AUTHOR]

Nowadays, sport gives more consistent results than in the past. Therefore, it is important to use sports achievements in physical education of pupils and students in order to increase physical potential of the mankind. The research aims to theoretically justify and experimentally verify a pedagogical technology of training future teachers to organize school sport. Physical training can be considered effective if a relevant technology has been introduced. This technology should consist of the following pedagogical conditions: applying sports and physical education; conducting workshops (practice-oriented training); strengthening joint efforts of subject lecturers; organizing active forms of research activities; conducting systematic monitoring and evaluation; providing lecturers and students with educational and methodological literature. Methods: pedagogical observation, modelling, interviewing, diagnostic interviews, questionnaires, expert evaluation; pedagogical experiment; methods of mathematical statistics. Three experimental groups (56, 30, 27 respondents) and three control groups (55, 30, 29 respondents) were formed. The overall results obtained from control and experimental groups during the formative experiment show positive dynamics of changes in experimental groups. The formulated conclusions verify the research hypothesis that the proposed technology can significantly increase readiness of future teachers to organize school sport provided it has been introduced into practical activities of higher education institutions. [ABSTRACT FROM AUTHOR]