The purpose of the article is to develop and to implement the method in the educational process of the pedagogical university. It would promote the formation of health-saving competence of students. 202 students of H. S. Skovoroda Kharkiv National Pedagogical University (EG n =152) and Berdyansk State Pedagogical University (CG n=54) participated into the pedagogical experiment. It was developed the criteria (motivational, cognitive-activity, informationalcommunication, reflective-productive) and their levels (high, average, low) for estimation the formation level of certain components of health-saving competence. The motivational criterion was evaluated applying Pashnev methodology, cognitive-active method, Phillips test, information and communication Shmishek test, reflexive-productive method. The experimental implementation of the developed method indicates positive results of the formation of health-saving competence of pedagogical universities' students. The developed method promote the correction of somatic health violations applying a complex of health and medical activities without interruption from the educational process; rationing of the workload and prevention of students fatigue; permanent medical-psychological and pedagogical monitoring of the health condition, physical and mental development of students; to develop and implement educational programs for students to develop healthy lifestyle habits and prevent harmful habits; the effective operation of the psychological assistance service to teachers and students in overcoming stress, anxiety; the formation of a friendly relationship among teachers' staff, etc.

In the article, the main results of the research of relevant issues of discovering barriers of self-knowledge in the process of formation of future specialists` readiness for self-development are disclosed. It is emphasized that barriers of self-understanding encourage understanding, awareness of ideas about oneself and one`s own activity, testify to a high level of self-awareness development that implies the presence of a permanent dialogue of an individual with themselves, observation and self-analysis of their own feelings, deeds, actions. Self-development is based on self-motivation as a direct action of a person on actualization of aspirations and concentration of energy for achieving a goal set. Self-esteem is a lever of awareness of future specialist`s activities. Pedagogical barriers of self-knowledge of a future specialist are justified: the absence of motivation for professional self-development, inadequacy of skills of introspection, no systematicity in searching for mistakes, analysis of results of current work, blocking disclosure of personal interests and values, absence of installation to the achievement of close and far goals, inability to carry out a critical analysis of one's own activity. It is admitted that an issue of self-understanding, one of the most important characteristics of nature of a person, form of mastering reality that means the disclosure of semantic content of activity that contains of barriers of self-knowledge, is coloured with cognitive, creative activity of future specialist. On the basis of gained results the conclusion was made that the self-knowledge of a future specialist, first of all, is a base of awareness by a personality themselves as a self-value, disclosure of aptitudes, cognitive abilities, the actualization of value attitude to the members of a process, search, support and amplifying of levers of the effectiveness of mechanisms of organization of professional activity; secondly, it is a background and stimulus of a desire to self-improvement, a factor of self-realization of a specialist. It enables internal assessment of the educational process and interrelation with a predictable result and further regulation of one`s own behaviour relating to professional tasks. The analysis of the material above gives an opportunity to assume that self-knowledge facilitates the self-development of a specialist. It is noted that an analysis of one`s own activity as a process of professional experience is an instrument of overcoming the existing barriers at work, and stimulus to self-improvement. That is why the development of an ability of a future specialist to overcome and prevent the barriers of self-knowledge is an important condition for determination of the main aspects of the professional activity and complications which appear during the professional preparation. To further areas of research on this issue belongs the study of the evolution of scientific ideas about the formation of professional competencies of future specialists on the basis of individualization of professional preparation. Keywords: self-development, barriers to self-knowledge, future specialist, readiness, self-understanding, self-motivation, self-realization.

New challenges for the education system have appeared due to the COVID-19 pandemic that’s why it is crucial to improve teachers’ training. There are instances that prevent the entire manifestation of the character, his/her self-achievement, self-expression and self-agency. Such instances are barriers that accompany the educational procedure. The aim of the research is to give theoretical substantiation and offer the pedagogical technology, which provides future teachers’ training to application of cognitive barriers in their professional activities in terms of the pandemic caused by Covid-19. The main hypothesis of the research is the idea that specially organized future teachers’ training focusing on the formation of their competence in application of cognitive barriers is the basis of their successful professional activities. The research methodology is built on the dialectical unity of such methods: comparative historical method, genetic method, competence-based method, systemic method, synergetic method. The proposed technology is built on the general didactic and specific principles and is accomplished via motivational, procedural, stage of obtaining of experience, analytical and reflexive stages involving appropriate strategies and tactics. It provides the result in formation of future teachers’ competence in application of cognitive barriers in professional activities.

The article analyzes the features of professional activity, the content and structure of professional competence of a specialist in physical therapy and occupational therapy. It is determined that the professional competence of a specialist in physical therapy and occupational therapy is the ability of an individual to effectively perform professional activities based on the possession of professional knowledge, skills and abilities, professionally significant personal qualities; striving for professional development and self-improvement. The content and structure of professional competence of future specialists in physical therapy and occupational therapy have been developed, which is the basis of his professional development and self-improvement. The professional competence of a specialist in physical therapy and occupational therapy is considered as a unity of three components: motivational-value, cognitive, activity-reflexive, each of which contains structural components and at the same time are aspects of personality. Motivational and value component is an integral quality and a core component in the structure of professional competence of a specialist. It presupposes the presence of social attitudes, values and motives; interest and positive attitude to activities; striving for professional development and self-improvement. The cognitive component of the professional competence of a specialist in physical therapy and occupational therapy includes general scientific and diagnostic competence. Important professional skills include: gnostic, constructive, diagnostic, organizational and methodological, informational, research. The professionally important qualities of a physical therapist and occupational therapist are well-known: moral, communicative, cognitive, emotional-volitional, reflexive. The activity-reflexive component of professional competence involves the ability to use physical therapy and occupational therapy; mastery of methods of organizing rehabilitation activities, planning tasks and ways to solve them; ability to predict, construct, analyze, consciously evaluate the results of their own activities. Activity-reflexive component of professional competence involves the ability to use physical therapy and occupational therapy; mastery of methods of organizing rehabilitation activities, planning tasks and ways to solve them; ability to plan, forecast, analyze, adequately evaluate the results of their own activities. Competence approach to the training of future specialists in physical therapy and occupational therapy is the acquisition and development of higher, integrated, general and special (professional) competencies in higher education. Key words: specialist in physical therapy and occupational therapy, professional activity, professional competence, structural components of vocational competence.

The article reveals the main results of the study of relevant problems of study of the functional system of movements on the basis of individualization of vocational training of specialists at the higher school. It is appreciated that the essence of the concept of "individualization" is based on modern trends in the stepwise development of the lighting process, methods and forms of pedagogical infusion with the improvement of the individual features of the people. It is emphasized that understanding the mechanisms of individualization helps to identify difficulties in professional training and allows to modify and coordinate the links between the elements of this complex dynamic structure, thus creating the conditions for achieving the desired result. Designed to individualize the intensity of the motivation for the health of the higher education, activating its purposefulness, provides forming of a need in a professional self-improvement. Based on the results, it is concluded that in a broad sense, the individualization of training is: first, the form of interconnection of elements of the educational process, based on a selection of measures to improve training of future professionals, tools and pace of learning and generalization of new information the specified subject, taking into account individual features of applicants of higher education; secondly, a number of educational and methodological activities that provide an individual approach, overcoming pedagogical barriers. It is noted that in the narrow sense, individualization of training is an effective tool to expand the understanding of higher education about the structure, normal and individual development of the human body and its motor functions, study the morpho-functional organization of the musculoskeletal system, assess the functional state of all organs and systems. To further direct investigation of the problem, the development of the evolution of scientific evidence about the formation of professional competencies of future physical therapists, as well as rehabilitation specialists in ambushes of individual vocational training. Keywords: individualization of vocational training, functional system of movements, functional anatomy, specialists, students, educational process.