Pak L.G., Ivanishcheva N.A., Ryabtsov S.N., Kochemasova L.A.
ANDRAGOGIC CONCEPT OF ACCOMPANYING TEACHERS IN THE CONTEXT OF DIGITAL TRANSFORMATION OF EDUCATION: LEADING IDEAS, PRINCIPLES AND PATTERNS ^{[№ 4 ' 2023]}
In the context of the digital transformation of education, it is of interest to study the structural elements of the andragogical concept of accompanying teachers. We have systematized ideas and views on the organization of procedural and effective characteristics of the author’s concept as a new form of scientific psychological and pedagogical knowledge. The semantic core of the pedagogical goal-setting of the author’s concept and the system of fundamental leading ideas of the concept: 1) timely identification of problem areas of digital transformation of education and barriers that complicate the formation of digital literacy of teachers for optimal minimization of the identified risky areas of professional and pedagogical activity based on the implementation of various types and strategies of support; 2) the need to take into account andragogical invariants when implementing support for teachers in the context of the digital transformation of education in a complementary combination of the desire of teaching staff for full self­realization in the profession and increasing the level of their own digital literacy; 3) implementation of organizational facilitating aspects of support for the optimal transition of teachers from the traditional teaching model to an integrated one using the multifunctional capabilities of the electronic information and educational environment, digital technologies and resources. The patterns of the author’s concept set the logic for the functioning of the phenomenon under study: a) the productivity of the formation of digital literacy of teachers (as a result of the concept) depends on the complementary use of strategies to support teaching staff in the electronic information and educational environment of the organization; b) the active development by teachers of new social-role functionality and methods of professional activity in the field of digitalization of education depends on the timely implementation of the andragogical position of the teacher-mentor; c) the constructiveness of the development of andragogical invariants of teachers in the context of the digital transformation of education depends on the directions of support for updating the mechanisms of social partnership of educational subjects and the development of professional collaborations. Based on the identified patterns, principles have been identified that are designed to fulfill the regulatory function of pedagogical activity: openness of education to external demands of the digital world; subjective focus on continuity of education; collaboration and digital dialogue; facilitation; social and professional activity; personal self-realization of teachers as digital professionals.

Pak L.G., Mullova E.P.
PREVENTION PECULIARITIES OF TEACHER PROFESSIONAL DEFORMATION IN EDUCATIONAL ORGANIZATION ^{[№ 1 ' 2021]}
The issue of preventing professional deformation of a teacher in an educational organization arouses a stable interest on the part of science and practice in the context of improving the quality of educational services provided to students in an educational organization. The professional deformation of the teacher is considered by us as accumulated changes in the qualities of the pedagogical worker under the influence of professional activity, social (external) and individual (internal) factors that negatively affect the quality of the labor functions of the subject of pedagogical labor, building a professional-personal life prospects, ways of self-improvement and self-realization.
The study of scientific literature on the problem of research allowed us to meaningfully describe the prevention of professional deformation of a teacher in an educational organization as a process of appropriately designed measures aimed at minimizing the probability of distortion of the professional and personal profile of a pedagogical worker by updating the personal potential of a specialist and the resource opportunities of the environment (school, family, society) to optimize pedagogical work, create stress tolerance, improve the quality of life, achieve professional longevity of a teacher.
We are justified ways (diagnostic, psychological and pedagogical, fascinating, vocational and amkmeological) of prevention of the teacher’s deformation, which allow to reduce negative factors leading to the manifestation of destructive changes in the teacher’s personality, were analyzed.
We have identified organizational concentrators for preventing professional deformation of the teacher: a value-sense concentrate (activation of the value-sense position of timely stabilization of the professional functioning of the teacher in the present and future; developing confidence in the self-effectiveness and self-control of difficult situations; the implementation of external incentives for the formation of labor motivation; creation of a creative, psychological-safe atmosphere of professional achievements); informational and informative concentrate (expansion of the teacher’s awareness range about his own resources, as well as about the resources of the micro- and macrosocium in preventing professional deformation; accumulation of ideas about ways of professional self-development, self-improvement, stress resistance, self-preservation); A proactive concentrate (integrated use of externally defined and internally conditioned resources to address behavioural risk situations in education; mastering the ways of introspection, self-regulation of the emotional-will sphere; development of skills to build constructive professional communications; promoting the professional and personal growth of a teacher).

Pak L.G.
SOCIALIZATION OF UNIVERSITY STUDENTS IN THE ERA OF DIGITAL SOCIETY ^{[№ 5 ' 2020]}
Digital technologies have a global impact on the socialization of students in the educational organization of higher education. The theoretical and applied aspects of socialization of students in the era of digital society are of interest for study. As a result of the study of scientific literature, I described the phenomenality of the digital generation of students, the features of Net-thinking of “carriers of a new post-innovation reality” and identified risky situations that complicate the process of socialization of students in the era of digital society. The socialization of students in the era of digital society is understood by me as a purposeful process of expanding ideas about the surrounding world, information and social, through students mastering the standards and rules of working with information, mastering the tools of critical understanding and evaluating incoming information flows; developing motivation to build productive communication and team-individual interaction in online and offline worlds; formation of skills of social and behavioral competencies correlated with realization of optimal methods of self-education, self-realization, self-improvement in open information space. The study of the conceptual field of definition and features of the modern generation of students allowed me to substantiate the conceptual positions of socialization of university students in the era of digital society, correlated with the priority areas of pedagogical science and practice. They include: learning through action in new educational media formats and social reality; competent component in training — formation of digital competencies in the cross-cutting axis of social and professional competencies; Activation and initiation of mixed forms of learning. The conceptual provisions of socialization of students in the era of digital society are reflected in the development and testing of the option “Socialization navigation of a student in the media space of a digital society” using mixed forms of training, the potential of the Moodle electronic information educational environment, which updates the value of responsible cultural education, meaning formation, norm-setting, self-regulatory behavior in the digital information environment to expand the sphere of optimal integration of students into modern society.