Volume 12 - Issue 61

/ January 2023

17

http:// www.amazoniainvestiga.info ISSN 2322- 6307

DOI: https://doi.org/10.34069/AI/2023.61.01.2

How to Cite:

Pankiv, L., Bodrova, T., Borshchenko, N., Chabaiovska, M., & Ihnatenko, N. (2023). Theoretical bases of professional culture of

future specialists in accordance with global challenges of the information society. Amazonia Investiga, 12(61), 17-25.

https://doi.org/10.34069/AI/2023.61.01.2

Theoretical bases of professional culture of future specialists in accordance

with global challenges of the information society

2

Теоретичні засади професійної культури майбутніх фахівців відповідно до

глобальних викликів інформаційного суспільства

Received: January 2, 2023 Accepted: February 3, 2023

Written by:

Liudmyla Pankiv3

https://orcid.org/0000-0002-0218-657X

Tetiana Bodrova4

https://orcid.org/0000-0002-5359-2164

Nataliia Borshchenko5

https://orcid.org/0000-0002-6063-5695

Mariia Chabaiovska6

https://orcid.org/0000-0003-0954-5712

Nataliia Ihnatenko7

https://orcid.org/0000-0003-1616-8708

Abstract

The article highlights the theoretical bases of the

professional culture of future specialists in

accordance with the global challenges of the

information society. The following functions of

the general human culture are highlighted:

reproductive and translational, constructive-

adaptive, regulatory-corrective, developmental,

design-orientation, harmonizing-preventive,

productive-generative. In the structure of

professional culture, motivational, cognitive,

activity, axiological and personal components

are highlighted, it is concluded that the main

components of the content of professional culture

are motivation to master special professional

knowledge, skills, abilities, professionally

important values, which in the method of making

a professional culture should become personally

significant, the importance of forming personal

qualities that determine the success of

professional activity of a specialist is

Анотація

У статті висвітлено теоретичні основи

професійної культури майбутніх спеціалістів

відповідно до глобальних викликів

інформаційного суспільства. Виділено такі

функції загальної культури людини:

репродуктивно-трансляційна, конструктивно-

пристосувальна, регулятивно-корекційна,

розвивальна, проектно-орієнтаційна,

гармонізуюче-профілактична, продуктивно-

генеративна. У структурі професійної культури

виділено мотиваційний, когнітивний,

діяльнісний, аксіологічний та особистісний

компоненти, зроблено висновок про те, що

основними компонентами змісту професійної

культури є мотивація до оволодіння

спеціальними професійними знаннями,

уміннями, навичками, професійно значущими

цінностями, які становлять мотивацію до

оволодіння спеціальними професійними

знаннями, уміннями, навичками, професійно

3

Doctor of Pedagogic Sciences, PhD in Pedagogy, Professor of Department of Art, National Pedagogical Dragomanov University,

Ukraine.

4

Candidate of Pedagogic Sciences, PhD in Pedagogy, Professor of Faculty of Art, National Pedagogical Dragomanov University,

Ukraine.

5

Postgraduate of Faculty of Art, National Pedagogical Dragomanov University, Ukraine.

6

Candidate of Pedagogical Sciences, Associate Professor of Pedagogy and Methods of Teaching Ukrainian and Foreign Languages

at the Pedagogical Faculty, National Pedagogical Dragomanov University, Ukraine.

7

Ph.D. in Pedagogical Sciences, Professor at the Department of General and Social Pedagogy and Management, Dean of Faculty of

Pedagogical Education, Management and Arts, Hryhorii Skovoroda University in Pereiaslav, Ukraine.

18

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emphasized. Among its elements, the following

were identified: foreseeing, interpretation of

social phenomena and tasks in the goals and

objectives of activities; awareness of

professional culture as a path to success; use of

professional culture with various forms of

activity; analysis of the achieved result, linking it

with the goals and objectives of professional

culture.

Keywords: information society, professional

culture, specialist training, education, teacher.

значущими цінностями, які становлять

мотивацію до оволодіння професійними

знаннями, уміннями, навичками. у процесі

формування професійна культура має стати

особистісно значущою, підкреслено

важливість формування особистісних якостей,

що визначають ефективність професійної

діяльності фахівця. Серед його елементів були

виділені: передбачення, інтерпретація

суспільних явищ і завдань у цілях і завданнях

діяльності; усвідомлення фахової культури як

шляху до досягнення здобутків; використання

професійної культури з різними формами

роботи; аналіз досягнутого результату,

пов'язування його з цілями і задачами

професійної культури.

Ключові слова: інформаційне суспільство,

професійна культура, підготовка спеціалістів,

освіта, учитель.

Introduction

Integration of Higher Education, Science and

Production is the basis for restoring the content

and forms of training and education of the future

specialist, a factor that strengthens the unity and

interaction of his educational, research, labor and

social activities.

Education and training is designed to form the

future specialist such personal qualities and

abilities that will allow him to independently

navigate the professional world and determine

the vector of his professional growth, the general

style of professional life (Sabatovska &

Bobokalo, 2019).

Radical changes in Ukrainian society create

prerequisites for determining the overall strategy

of the modern higher education system, which

requires the training of professionals who

combine deep humanistic beliefs, fundamental

theoretical knowledge and thorough practical

training. Professional culture is a reflection of the

spiritual and material values of education and

training, methods of creative pedagogical

activity necessary for the operation of the

educational process. Therefore, the real needs of

higher education lead to an rise in the interest of

scientists in the problem of professional culture

(Zhushma, 2020).

Professional culture of the individual,

undoubtedly, affords for the control of

professional knowledge, skills and abilities,

among which a significant place belongs to the

knowledge of the norms and rules of

interpersonal interaction, the ability and skills of

communication, adequate report information,

reflection of one's own professional activity

(Rudenko, 2016).

The purpose. To reveal the theoretical bases of

the professional culture of future specialists in

accordance with the global challenges of the

information society.

Literature Review

N. Mykolayenko (2012) examines the essence of

the definition of "professional culture" in

sociological, psychological, pedagogical, and

cultural sources. The definition of "professional

culture" is generalized.

V. Tusheva (2013) substantiates the theoretical

and methodical bases of processing the research

culture of the future teacher in the conditions of

the higher pedagogical school. The author

emphasizes that «…based on cultural, systemic,

synergetic, activity, axiological, personal

scientific approaches, the essence of this personal

phenomenon as a special type of competence in

new socio-cultural and informational conditions

is comprehensively revealed, its component-

structural composition».

A. Popchuk (2013) proposed a special course

"Professional culture of a document specialist"

aimed at improving the general culture of the

individual and forming the professional culture

of future specialists in the circumstances of

higher education institutions.

Pankiv, L., Bodrova, T., Borshchenko, N., Chabaiovska, M., Ihnatenko, N. / Volume 12 - Issue 61: 17-25 / January, 2023

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Yu. Kolisnyk-Humenyuk (2015) considers that

«…the role of professional culture, the purpose

of which is to increase the level of general culture

of the individual through: the formation of

students' creative thinking; the implementation

of professional orientation of the content of

education; the disclosure of professional

qualities; creating conditions for the

development of personal qualities of future

specialists in the art profile».

Ts. Yaochen (2016) reflects qualified culture as

a route of creation of successful professional self-

realization. Based on the review of sources, the

scientist showed the etymology and definition of

the concept of "culture", considered the concept

of "professional culture", and explored the

elements of professional culture. The article

defines the essence and conditions of the

formation of the teacher's professional culture,

shows the degree of formation of the professional

culture of a modern specialist - low, medium,

high. The function of future teachers as subjects

of professional culture, implementing the process

of professional activity and producing socio-

cultural values, is demonstrated.

O. Makeeva (2016) analyzes the problems of the

structure of professional culture of future social

workers. The results of theoretical study of

methodical works are presented. The structural

components of the professional culture of future

social workers are.

I. Vorona & I. Prokop (2020) pointed out the

peculiarities of the development of professional

culture of medical students, analyzed the

components of professional culture and the

conditions of its formation, noted that the change

of professional culture internally enriches a

person and contributes to his professional

development and personal self-improvement. A

person is most clearly manifested in activities

with others during the performance of

professional duties. The culture of behavior,

speaking, listening, and speech often determines

the results of professional activity.

T. Zhushma (2020) considered the didactic

culture of the future teacher, studied the

theoretical content and its correlation with

professional culture and activity, analyzed the

opinion on the issues of gradual deviations in the

content, construction and organizational basis for

the development of pedagogical culture.

Moreover, she gave a recent idea of the

components of the studied meaning of applicants

for the master's educational level, and presented

the structure of educational culture and its

important and least powerful mechanisms on the

success of activities.

Kravchenko et al., (2022) on the properties of the

new education system in Poland, shown by the

introduction of multimedia technologies in

education in Poland, the features of increasing

the professional competence of a specialist are

revealed. They light up, that «…various forms of

innovations implemented in improving the

professional competence of a specialist are listed:

improvement (rationalization), modernization,

innovation». Modernization of information

resources, especially multimedia, is an urgent

condition for the activity of professionals in

society today, because specialists are in the focus

of the educational process, during the

improvement of professional competence.

Plakhotnik et al., (2022) show that «…the

importance of multimedia teaching tools is

shown, which are promising and highly effective

tools that allow the teacher not only to present an

array of information in a larger volume than

traditional sources of information, but also to

include text, graphs, diagrams, sound, animation,

video, etc. in a visually integrated form».

Shchyrbul et al., (2022) light up the content of

the concept of multimedia. The article highlights

multimedia functions. Digitization of the

education process requires the teacher to have

knowledge and skills in the field of multimedia

technologies, as well as knowledge of high-

concept methods and tools of modern science.

The authors show the current concepts of media

education, which are being deepened and

improved in Ukraine and represent a strong basis

for the modernization of education, which will

energize the constructions of the digital society

in the country and the formation of civil society.

Distance education allows large sections of

society to receive education and is considered the

most democratic form of education. We can

observe the use of distance learning methods in

higher educational institutions, in schools, in the

system of improving the qualifications of

teachers, in the system of training various

managerial personnel.

Methodology

To solve the tasks set and realize the goal, the

resulting study methods were used: theoretical:

examination, combination, judgement,

systematization, generalization, modeling –

analysis of psychological and pedagogical

scientific sources and methods of professional

training on the topic under study to clarify the

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key concepts of the study; study of provisions,

concepts, normative documents on the

professional culture of future specialists in

accordance with the global challenges of the

information society.

The study of the problem revealed the need for

methodological substantiation of the process of

forming the professional culture of future

specialists.

Let's consider the methodological basis of the

professional culture of future specialists.

We will consider the approaches as the basis of

the methodology, which are determined by the

peculiarity of professional activity, the specifics

of training future specialists, the peculiarities of

student training in organizations of secondary

vocational education: the synthesis of

communicative and technological components,

the constant interaction of all subjects of the

educational process aimed at mastering service

activities, the situational nature and rituality of

implementation service communications, which

require their contexts, the need for cultural

development of a professional and the formation

of his value-motivational sphere as a condition

for increasing his competence.

Philosophical methodology forms a higher level,

the content of which is the basic principles of

knowledge and the categorical apparatus of

science. The philosophical level determines

approaches to the process of understanding and

transforming reality. In this study, this

methodological level is represented by an

axiological approach.

The application of an axiological approach to the

teaching of professional culture is based on the

fact that axiology — a philosophical study of

values, their nature, place in the real world and

its structure — can be interpreted as a

methodological basis of education, as it ensures

the formation of value orientations of the

individual, a humanistic worldview,

establishment of activities and creative

realization in it. The axiological approach

contributes to the education of a humanitarian

culture in the subject of education, which

contributes to the formation of a sense of

belonging to society, in the limit - to everything

human. The axiological approach is a catalyst for

the individual's activity, the driving force of his

professional and personal development. It is

manifested in the study and improvement of

students' value orientations from the point of

view of professional needs and interests.

Actualization of the axiological component of

the process of training in service

communications contributes to the adaptation of

the future specialist, his mastering of the values

of professional culture: orientation to the service

culture, implementation of a personal approach

to each client and individualization of his service.

The next level of methodology is the general

scientific level, which forms a system of

knowledge that is the basis of theory and

practical activity. Systemic approach arose with

the development of society's culture.

Systemic approach allows to consider the process

of formation of students' professional culture as

a system, to reveal its structure, external and

internal connections and system-forming

elements, interaction between them. The

systematic approach in this study acts as a

methodological basis for formulating research

concepts and designing a model of the process of

forming the professional culture of future

specialists.

Specific scientific methodology is a set of

principles, research methods used in a certain

field of knowledge, which helps to specify the

problem, identify principles and determine

research methods in this scientific field. The

competency approach is the methodological

basis of federal state educational standards.

In order to reveal the research methodology in

the article, we identified the functions of general

human culture, the functions of professional

culture of a specialist. It is emphasized that

professional development is part of the overall

development of the individual and the

components of personal professionalism are

highlighted. The theoretical foundations of the

professional culture of future specialists are

described in accordance with the global

challenges of the information society.

Results and Discussion

Culture is one of the most characteristic attributes

of human civilization, covering all aspects of

social life and human activity. S. Honcharenko

claims that culture is understood as the level of

education, training of a person, as well as the

level of proficiency in a particular branch of

knowledge or activity (Honcharenko, 1997).

Scientists have identified such functions of the

general human culture.

1. Reproductive and translational. The

preservation and transmission of that new in

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views, traditions, theories, methods, mode of

action, values, as well as the achievement of

a certain personal cultural level that would

create the continuity of generations, would

not allow subsequent generations to slide

back and would prepare the conditions for

the progress of mankind.

2. Constructive and adaptive. Ensuring social

adaptation, effective interaction, mutual

understanding of people, ensuring the

effectiveness of external and internal human

activities aimed at solving problems, based

on existing life experience, education,

development of mental processes and

qualities.

3. Regulatory and corrective. Ensuring the

effectiveness of self-regulation, self-

organization, and self-control processes.

4. Developmental. Activation of the processes

of self-education, self-improvement, self-

realization, self-development.

5. Design-orientative. Orientation, planning in

the processes of life self-determination,

conscious design, "building" a person's life,

solving crises that arise in life.

6. Harmonizing and preventive.

Harmonization of the inner world of a

person, creation of a holistic consistent "I-

Concept", a state of internal well-being,

ensuring a full-fledged human life,

improving the quality of life, and the degree

of satisfaction.

7. Productive and generative. Ensuring

progress, renewal of individual and social

human existence in all spheres of life

(Ruzyak, 2022).

The progression of professional training is

considered effective only in the context of the

relationship of professional training with the

professionalization of the future specialist. The

formation of a professional's personality is

provided by the synthesis of its capabilities,

abilities, activity and requirements of activity.

General and professional development of the

individual is an integral component of its

professionalization, which involves the

formation of specific types of human labor

activity. In our opinion, a professional is not just

a specialist in a particular field of work.

Professionalization involves not only the

inclusion of the individual in professional

activities, the presence of requirements for

professional education and the level of

qualification, the existence of a public need for

professional improvement, but also the formation

of an appropriate level of professional culture.

Professional culture is one of the components of

the culture of the individual as a member of

society, it provides for creative mastery and

development of personal knowledge,

performance of work, possession of a certain

strategy in the performance of tasks,

development of professional intuition. It is

formed among people who are professionally

engaged in a certain field of activity and have

received special training for it. Professional

culture is undoubtedly connected with the

general culture, but it also has its own specific

features. The structure of professional culture of

specialists is characterized by a set of historically

established principles, norms, rules and methods

that regulate a person's professional activity. The

position of a person as a subject of professional

activity begins to form much earlier than this

activity begins, so its development should be

influenced from the beginning of training. The

qualified situation of the student is created on a

scheme of value-semantic constructive attitudes

to: movement, its structures, surroundings,

consequences; socio-cultural space,

opportunities for determining environmental

systems by the capabilities of the chosen

profession; self-awareness in the profession. The

complexity of a young person's life direction

depends on many circumstances, and spirituality

is an important factor, since it is directly related

to the worldview, aspirations, and ideals. With

the growing importance of the environment for

the individual, his involvement, inclusion in this

environment, the power, diversity and

sophistication of the personality-forming

influences of the environment on the individual

increases. Thus, the social environment

determines the level of consciousness of each

person and the potential of his spirituality, and

therefore the level of his professional culture.

Nevertheless, the interests, spiritual and human

values, needs and actions of the individual reflect

the level of culture of society. Therefore, the

development of professional culture internally

enriches a person and contributes to his qualified

progress and individual self-improvement

(Kolisnyk-Humenyuk, 2015).

The creation of a student's professional culture is

a process of constant combination of a teacher

and a student, humanity, creativity and the search

for new ways and assignments, the solution of

which increases the motivation of future

professionals to achieve modern heights in

professional practice (Vorona & Prokop, 2020).

The cultural dictionary defines "The professional

culture characterizes the level and quality of

professional activity, which depend on the socio-

economic state of society and conscientiousness

in mastering certain knowledge, skills of a

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particular profession and their practical use"

(Korinnyi & Shevchenko, 2003).

S. Isaenko argues, "Professional culture is an

integral personal education, the essence of which

is the dialectical connection of all elements of an

individual's culture, which develops dynamically

and non-linearly, specifically manifesting itself

in the sphere of professional activity and

communication" (Isaenko, 2009).

Ts. Yaochen (2016), studying the issues of

professional culture, shares the position of

scientists regarding the definition of professional

culture from the point of view of the need of

society for the cultural level of persons involved

in a specific professional activity. He note that

the general culture is considered very broadly. At

the everyday level, people should focus on this

model. Culture is identified with education,

intelligence as a certain quality of a person.

Culture can also be considered as a specific

characteristic of society, reflecting a person's

attitude to history, nature, and society.

Understanding culture as a socially progressive

activity of humanity in all spheres of existence

and consciousness is aimed at improving and

transforming reality, at transforming the wealth

of human history into the inner wealth of the

individual.

The definition of "professional culture" is not a

combination of the concepts of "professionalism"

and "culture". This synthesis creates a new social

phenomenon, where mastery with a common

culture is formed. Therefore, for a professional,

his activity serves as a criterion for personal

morality, compliance with the educational

principle. Professional culture is combined with

ethical standards, professional competence,

encouraging a person to high professionalism

and personal expression.

Professional culture is considered as an essential

part of the general culture of the individual, or as

a complex structural education based on

conscious assimilation. Moreover, continuous

development and use of an integral system of

special professional knowledge, skills and

abilities, or as a professional quality for highly

effective professional activity in situations that

require the mobilization of deep personal

resources of a specialist. Thus, based on the

above, N. Mykolayenko (2012) suggests

interpreting professional culture as a complex,

integrative socio-psychological education, which

is born in the system of relations to the social

environment, defines ideological guidelines,

value attitudes, and the general concept of

professional training of a specialist. Professional

culture is a qualitative sign of social

development, a concrete integrity created by

human activity. It is characterized through the

certainty of human activity as a system of the

most important and necessary properties of a

certain specialty.

The professional culture of a teacher is a system

of social qualities that directly ensures the level

of labor, professional activity and determines its

content, attitude to work; it is the most important

spiritual quality of a person, which manifests

itself in the pleasure that he (the person) receives

from work, etc. Nevertheless, pedagogical

culture is the level of assimilation of pedagogical

experience by a specialist and its manifestation in

the process of professional activity.

Professional culture includes internal and

external components. The internal component is

not only the level of knowledge and skills in the

field of pedagogy, because it characterizes only

competence in the relevant field, but also formed

personal attitudes, ideals, needs, motives that

determine the scope and conditions of their daily

manifestation. The main components of the

internal culture of the teacher are: a) the

personality of the teacher (internal originality)

with its individual psychological and social

pedagogical dignity and disadvantages –

individual-personal level; b) the volume and

degree of assimilation of the teacher accumulated

in professional activity of pedagogical

experience. This is the theoretical (ideological)

level of pedagogical culture. It defines the

rational level (component) and shows what

psychological and pedagogical knowledge and

how it is learned by the teacher; to what extent

they can be used in professional activities; c) a

sensitive attitude of the teacher to the object of

pedagogical work, its results, their pedagogical

components is formed, and self-improvement in

the pedagogical field is the emotional level of

pedagogical culture.

In the real educational process, professional

culture is found in integral unity with the general

cultural and moral manifestations of the teacher's

personality. It is determined by the creative use

of the usual technological nature of its activities,

thanks to which it acquires peculiar features of

science and at the same time art. Therefore, it is

no coincidence that today such considerable

attention of researchers and practitioners is paid

to the problems of pedagogical artistry, which is

only able to successfully solve complex tasks of

important and responsible professional activity

of a higher school teacher (Zhushma, 2020).

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O. Makeeva (2016) concluded in the structure of

professional culture identified motivational,

cognitive, activity, axiological and personal

components, that the main components of the

content of professional culture is motivation to

master special professional knowledge, skills,

abilities, professionally important values. There

are in the process of forming professional culture

should become personally significant, noted the

importance of the formation of personal qualities

that determine the effectiveness of professional

activity of a specialist.

I. Sabatovska (2010) offers the following

functions of professional culture of a specialist:

− creating a sense of internal control;

− formation of a strict standard of activity;

− development of moral validity of service

relations;

− desire to perform official duty;

− increasing the culture of professional

actions;

− stoppage of professional deformation.

The professional culture of a specialist has its

own specifics. Among its basics, the following

can be distinguished: foreseeing, interpretation

of social phenomena and tasks in the goals and

objectives of activities; awareness of

professional culture as a path to success; use of

professional culture with various forms of

activity; analysis of the achieved result, linking it

with the goals and objectives of professional

culture.

As mentioned above, the professional culture of

a specialist is a component of his general culture,

more precisely, education in an integral structure

of personality. We can outline the most

characteristic features of the professional culture

of a specialist: the presence of abilities for

professional activity, the development of which

contributes to the education of culture, because

of which the specialist is able to feel and

understand others. Moreover, the formation of

professional culture, which affects both the

general development of a person and his inner

world and is the basis of the general culture. The

presence of professional and cultural skills and

abilities; the development of the emotional

sphere, without which it is impossible to develop

the spiritual culture of the individual, the

assimilation of values of social existence, etc

(Yaochen, 2016).

The level of professional culture of the future

specialist is influenced by many factors, but the

most significant of them are the scientific and

general culture of teachers, the culture of

organizing diverse activities of the student at the

University, the quality and aesthetic appearance

of material, technical and methodological

support of the educational process.

In a higher education institution, a team of

teachers – people of different ages and

experience of different specialties and

pedagogical views, different character and

temperament, moral development, etc. solves the

task of forming a general and professional culture

of the future specialist.

The formation of a professional culture of a

future specialist is impossible at a department

where there is no culture of joint activities and

interpersonal communication of teachers.

Therefore, updating the requirements for the

professional culture of a future specialist

automatically complements the list of

requirements for the scientific and pedagogical

staff of an educational institution, because

scientific knowledge can exist only in a certain

cultural environment.

Improving the level of professional culture of a

student is also impossible without improving the

quality of educational activities, namely: the

culture of educational work, its productivity due

to scientific organization and intensification of

the educational process, increasing the

coefficient of useful classroom and

extracurricular work. In practice, this means

certain changes in the organizational structure of

the higher education institution, which would

take into account the trends of integration of

educational, scientific and industrial activities.

They would create conditions for the formation

of socio-cultural aspects of professional activity

of future specialists, adapted the mechanism of

organizing versatile activities of students to the

new requirements of the time.

Harmonious personal development is impossible

without increasing the volume of cultural and

informational saturation of the educational

process, introducing problem-based learning and

modeling professional situations. Such an

environment is created by interdisciplinary

integrative courses that creatively and

purposefully combine various fields of

knowledge, preserving their consistency and

integrity, form and expand the horizons of

students, create a moral, intellectual and

psychological basis for future work.

Professional development is part of the overall

development of the individual. There are the

24

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following components of personal

professionalism:

− teaching;

− systematic and analytical thinking, the

ability to foreseeing the development of the

situation, foreseeing the outcome of

decisions, the ability to think large-scale and

realistic at the same time;

− communication skills, abilities of effective

interpersonal interaction;

− high level of self-regulation, developed self-

control, stress tolerance;

− business orientation, activity, striving for

continuous improvement of

professionalism;

− a clear self-concept, a realistic perception of

your abilities (Dudoladova, 2009).

Professional culture enables further self-

improvement of the teacher, his perfect level of

professional functions and prospects. It stems

from the unity of the professional properties of

the individual, the degree of his possession of

achievements and professional knowledge,

which energizes social and moral development in

the conditions of entry into the pan-European

educational space. In the modern world, there is

a demand for the study, detection and analysis of

exactly this set of attributes that arise in an

educational institution and are subject to their

own subsequent improvement, are applied and

embodied in the work of a teacher (Kuchai &

Kuchai, 2018).

Conclusions

At the present-day point of development of

pedagogical theory and practice, interest in the

problem of professional culture is noticeably

growing, which is due to the public need for

specialists of a high cultural level who would

have the ability to effectively solve professional

and life tasks. Thus contributing to progress

within their own professionogenesis, a certain

professional industry and society as a whole.

This problem is relevant for professional training

of specialists for each field of professional

activity (Popchuk, 2013).

Professional culture occupies an active place in

the structure of civilization, because in the

process of professional practice it acquires its

deep and effective realization. In the structure of

the individual's culture, the professional culture

of the individual acquires specific weight. It

occupies an increasing place both as a subject of

research and as a factor that is significant for the

interpretation and understanding of the behavior

of workers. It should be noted that future

specialists are obliged to possess professional

knowledge and skills in any field, to be highly

educated specialists with great awareness and a

high general cultural level in accordance with the

global challenges of today's society (Sabatovska,

2011).

The article highlights the notional bases of the

professional culture of future specialists in

accordance with the global challenges of the

information society. Elements of a specialist's

professional culture are emphasized. The most

typical structures of the professional culture of a

specialist are charted. The components of

personal professionalism are revealed. The

following functions of the universal human

culture are highlighted.

The main components of the content of

professional culture are motivation to master

special professional knowledge, skills, abilities,

professionally important values, which in the

process of forming a professional culture should

become personally significant, the importance of

forming personal qualities that determine the

success of professional activity of a specialist is

noted. The functions of professional culture of a

individual are proposed.

We see prospects for further research in the

characteristics of the components of personal

professionalism.

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