Research on Consistent Pattern of Development of the Educators’ Ability to Self-Improvement

The educators’ ability to self-improvement is considered in the article by means of a special system. It can be represented as a three-level hierarchical model with fuzzy structural relationships. The intermediate level of this model contains components that enable the formation and development of the object of the upper level (educators’ ability to self-improvement): 1) motivational-valuable component; 2) the emotional-volitional component; 3) reflective-evaluative component; 4) cognitive component; 5) organizing component. The lower level of the model contains indicators. They make it possible to evaluate the degree of the selected components’ formation and the stage of the development of the investigated ability as a whole. Each state of the educators' ability to self-improvement is characterized by a tuple. The stage reached by the relevant components is the element of this tuple. According to self-assessments received from 214 lecturers and teachers, the most common states were defined. It has allowed to form a sequence of such states. The transitions between them describe the patterns of development of the educators' ability to self-improvement. The described technique allows us to characterize the development of this ability not only among educators, but also among professional managers, doctors, engineers in the field of electrical engineering and electronics, and others.


Introduction
It is well known that modern education is facing some serious challenges.Students' motivation for learning is weak.The relationship between the study of social experience and the students' formation of their own experience is not optimal.It has become disreputable to be a highly educated person with high moral values.The renewal rate of the content that is essential towards a proper education is insufficient.
The transition to a knowledge society requires a change in orientation of the educational process.It should not be dominated by a paradigm aimed at the assimilation of ready-made knowledge.Nowadays the main paradigm should be anthropic and focus on the cultivation of the human in a person.It is necessary to create conditions for the formation of cognitive strategies of self-learning and self-education among all participants in educational activities.The ability to obtain, understand, comprehend the information and put it into practice should be formed.The teachers and lecturers capable of self-development and performing their work creatively are required to resolve these problems successfully (Steele & Zhang, 2016).
The task of training educators cannot be properly completed without the assessment of these abilities.The aim of this research is to design a method focused on the fulfillment of assessment of teachers' and lecturers' ability to self-improvement.These methodical tools will create a basis to compare the levels of formation of the abovementioned abilities among different educators, as well as the teachers and lecturers who work in different regions (in different countries).It will be possible to evaluate the effectiveness of teachers' and lecturers' training and retraining programs, as well as identify and characterize the socio-cultural factors that contribute or impede  Organizing component Q -awareness of necessity and importance of self-management and self-organization, ability to plan activities, possession of techniques to self-control and self-manage, skill to renew the system of professional activity.
The lower level of the model contains specific indicators.They make it possible to evaluate the degree of formation of the selected components and considered ability as a whole.Each indicator is available for a monitoring and direct evaluation (measurement).

Method
Method development was held in three stages.First of all a specific set of indicators was determined.In this case the following requirements were used:  Used indicators , whose meaning can be understood clearly.All of them should be accurately observed and recorded  Feature τ is measured (estimated) for each indicator .This feature is the frequency of occurrence that is displayed in the values of the ordinal scale  The wording of each indicator should give the opportunity to execute the interpretation of the meaning of the used values.One of the values must be determined as normal  The relationships between the indicators and the conceptual model's components do not necessarily have to be strict.Every indicator x may characterize several components Q and therefore it should be described by the corresponding membership function μ x .Similarly we can consider the further steps.
The analysis of states that have been identified on the basis of empirical data, points to the following empirical regularities of development of teachers' and lecturers' ability to self-improvement: 1. Development of teachers' and lecturers' ability to self-improvement is not a well-defined linear process.This process has a non-linear probabilistic nature.Each transition to a higher level is carried out step by step, without a "jump" through any level.The different sequences of states, reflecting the development of the components of this ability, may be realized.2. The following order of the most probable development of various components is implemented.The state where the «motivational-valuable component» is located on the next level is formed first of all.After that the «reflective-evaluative component» is detected on a higher level.Next, the «emotional-volitional component» is enhanced to a new level.Then, the «cognitive component» is developed up to the following level.Finally, the «organizing component» completes the cycle of transitions to the next level.

Discussions
Identification of the most likely order of the components' development of the educators' ability to self-improvement opens a new opportunity to study this process.It is known that the traditional method of studying the dynamics of such process can be realized only on the basis of prolonged observation.However, it is clear that its duration cannot be less than the time of the investigated process development.Now it is possible to form a mixed research strategy and significantly shorten the duration of prolonged observation.It is not necessarily to observe the dynamics of the whole process entirely, because this dynamic is represented by the most likely development path.It is possible to explore only those educators, whose process of self-improvement is in certain states, and to observe them only while the transition out from these states will take place.
In addition, the integration of the results of one-time observations together with datasets of prolonged observations makes it possible to remove the requirement of a single sample set of observations objects.It is sufficient to fulfill the following conditions: 1) The representativeness of the sample which is used in the initial empirical model based on results of one-time observations; 2) The representativeness of the samples for prolonged observation, which are initially «tied» to the various achievable states In this case there is no requirement of the same composition of the used samples.

Conclusion
The development of this area allows to receive new results and to offer new research tasks.Let us formulate some of them.
Task 1 «The study of the reversible segments of trajectory development».This problem can be solved on the basis of a mixed research strategy.Examining the participants of the process of self-improvement, which are in a particular state, it is possible to determine the ratio of the number of those who go to the next state, and those who return to the previous one.With the necessary volume of the sample the probability of a reverse development process can be determined and the factors contributing to this development can be identified.Sequential study of the direct and reverse options of the development for each state will allow determination of the reversible segments of trajectory development of this process.
Task 2 «The possibility to manage the selected process' development».It is clear that acting factors have specific efficiency of influence on the various stages of the selected process development.Hence, it is possible to identify the main factors that accelerate or hamper the process of development.As a result, the conditions that provide the necessary characteristic of the process at every stage of its development can be identified and experimentally verified.
Task 3 «The individualization of the educational process in additional teacher retraining».As a result of the diagnosis of the current state of the teachers' ability to self-improvement the zone of their proximal development can be identified.Therefore, it is possible to form a group of participants' training courses or professional training, which will combine teachers and lecturers with similar zones of proximal development.For such groups, special education programs targeted at the specific needs of proximal development can be designed.This can significantly increase the effectiveness of additional pedagogical education.
Task 4 « Investigation of other professionals' ability to self-improvement».Nowadays the ability to self-improvement has become an essential quality of the competitive specialist.The described technique allows us to characterize the development of this ability among a variety of workers, such as professional managers, lawyers, doctors, engineers and others.It will be possible to reveal the general patterns of this development and the influence of professional specifics on its features.

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Cognitive component Q -knowledge necessary for realization of activity, problem solving skills, possession of relevant social experience and the ability to use it in professional activity;  Figure 2. T