The article describes the content of professional meanings as a resource for teacher development in the space of modern innovations. The content of the article reveals the features of the projection of professional meanings in the activity of a teacher, the influence of semantic formations on the professional development of a modern teacher. The paper describes the subjective determinants of the formation of meanings and values adequate to the teacher's mission in the context of resources and risks of the modern innovation space. The author describes the teacher as a carrier and translator of professional and personal orientations and semantic models of relationship with the world. The article describes the psychological functions of professional meanings in the activity and promotion of a teacher in the profession. Systematized criteria for the development of professional meanings of the teacher as a resource for its development in the space of modern innovations. The results of an empirical study of teachers ' ideas about the meanings of professional activity and their projections of semantic formations in real practice are presented.

The relevance of the research is predetermined by one of the most difficult and pressing problems in the education this year, namely the emergency transition of educational organizations to a distance learning format in due to the pandemic and self-isolation. The research problem is caused by the collision of the education system with the unprecedented challenge of the urgent and large-scale transfer of the educational process to the online format, which exposed many permanent and new problems, while giving an «impetus» to the development of distance education in the field of higher and professional education. The purpose of the research is an overview of the problems of distance learning identified during the implementation of educational programs in online format during a pandemic and the search for ways to solve them. The research methods used are analysis, analogy, generalization. The results of the research include the description of the main difficulties and problems of distance learning during the pandemic; a number of tasks that require solutions to optimize the use of information and communication technologies in education, both in a single educational organization and in the education system as a whole; some options for solving the problems of using distance learning. Key findings are the following: the pandemic and the associated self-isolation accelerated dramatically the global transformation of the entire education system, forced complex adaptation processes in education, primarily in distance education, associated with changes not only in the forms and methods of teaching, but also in the consciousness of teachers and students, which requires further comprehensive studying both these processes themselves and the conditions for their development.

To study the effect of the material and the roughness of the impact surface, the velocity of impact interaction and the properties of bodies on the value of the dynamic coefficient of friction, a shock testing machine is proposed that provides an impact contact effect on the bodies in a plane located at an angle adjustable from 0 to 45 ° relative to the normal line drawn to the point of impact, in the range of speeds from 12 to 72 m/sec. It is found that at an impact velocity of 25 m/sec with an increase in the angle of inclination of the impact steel plane, the angle of friction and the corresponding dynamic coefficient of friction increase in a linear relationship. The maximum values of angles φ and dynamic coefficients of friction f make: - for steel balls φ = 8.3°, f = 0.146; - for lead balls φ = 11.4°, f = 0.167; - for grains of the wheat φ = 6.8°, f = 0.12. The results obtained indicate that the elastoplastic properties and shape of the bodies do not have any significant effect on the angles of reflection of bodies from the impact plane.

The calculation of the coefficient of dynamism of the contact interaction of bodies (lead balls and wheat grains with a moisture content of 11.5%) was carried out based on the hypothesis of equality of the work consumed during static and dynamic deformation of bodies, according to the formula:Θ=(So+Su)/(Sod+Su),where So – residual deformation of the body under static loading;Sod – residual deformation of the body under dynamic loading;Su – elastic deformation under static and dynamic loading.The components of the formula were determined on specially designed devices:– on an electromechanical press with static interaction of bodies, at a deformation rate of 0,055 m/s, the following values were determined from the load – discharge diagrams: the value of elastic deformation Su and the maximum residual deformation of bodies So.– on a vertical copra (at a contact interaction speed of 1-2 m/s) and a shock stand (at an impact speed of 11-15 m/s), the residual Sod deformation was determined by the size of the contact spot on the bodies after the impact.The calculated values of the dynamism coefficient were:for lead balls – 1,4-2,1;for wheat grains – 1,3-1,45.The results obtained indicate that the value of the dynamism coefficient increases with increasing impact velocity, with the same work spent on deformation, since the proportion of residual deformation in the total deformation of bodies decreases (bodies are strengthened).It is advisable to continue experiments to determine the coefficient of dynamism of bodies depending on the impact velocity, the configuration of the impact surface and the physical properties of the contacting bodies.

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