ENCOURAGING STUDENTS TO SELF-IMPROVEMENT: (THE EXPERIENCE OF UKRAINE AND GREAT BRITAIN (THE BEGINNING OF THE XXI CENTURY)

The article reveals the problem of encouraging students of higher educational institutions to self-improvement. In this study, encouraging students to self-improvement is considered as a set of interconnected and interacting structural components aimed at stimulating self-development, development of mechanisms of reflection and self-realization. The functions of self-improvement and encouragement are defined. The mechanism and stages of student encouragement are analyzed. The elements of self-improvement are characterized in detail in the work. Forms (external and internal) and methods of stimulating students to self-improvement are identified, based on the experience of Ukraine and Great Britain during the development of this problem in science – the beginning of the XXI century. Incentive methods are described in terms of their effectiveness. The paper focuses on modern conditions of effective self-improvement of students and it has been found that in order to be competitive and successful in the professional sphere, a modern student should gain a process of self-improvement and a modern teacher– to encourage him/her with different methods. Prospects for further research are identified, which should be aimed at scientifically domestic and foreign experience towards the analysis and selection of effective techniques, methods and means of encouraging students to self-improvement, which the teacher will be able to use in practice. Their value orientations, interests and motives, beliefs, ideas about goals or intentions, as well as professional competence play an important role in the process of forming students' readiness for successful professional activity. It is a complex structured picture that includes both the self and relationships with other people, as well as positive and negative beliefs. It is largely due to the preparation of the student in the university. Creating a strong positive inner image of thoughts about a particular field of activity, professional competence and continuous self-development will ensure success. Such a statement of the problem requires not only effective methods for the formation of a successful specialist, but also the creative organization of the pedagogical process, the creation of appropriate conditions for the formation of students' focus on successful professional activity.