ABSTRACT The paper justifies the strategy for the professional personological self-efficiency; the triad of its development is shown with such processes as personization, personification and personalization that determine the development of supplementary (transprofessional) competences in specialists' training system. Competitiveness, professional mobility, ability to self-education etc. are the key features of a modern specialist. All this has determined the problem of study, namely the development of professional self-efficiency of a personality. Self-efficiency is a core of many aspects of our being including the development of specialist’s professional and personal qualities. It can be used in the educational process. However, there have been no appropriate technologies yet. Therefore, we have decided to elaborate on this topic. In the educational process, it is important to understand how abilities and competences of professional efficiency are developed. This allows us to focus on projecting personified informational and educational environment, which, in turn, requires to specify the understanding of individual’s development and creates the idea of concrete-visual and theoretical cognition in learning activity. I.e. visual perception, visual cognition becomes a priority concept, which occupies pride of place in modern pedagogical technologies. Given the above, we have tried to create a personified informational and educational environment and to reveal pedagogical conditions that define the structure and logics of the process of professional self-efficiency development in the system of specialist training. This article may be useful for pedagogues, postgraduates and masters engaged in self-efficiency.

Keywords: professional personological self-efficiency, personization, personification, personalization, PIOS, self-efficiency levels, education invariants, logical meaning simulation, macro-micro-navigation.

INTRODUCTION Social aspect of the self-efficiency is seen to be the basis for the main modern slogan "Education during the whole life" - this is both about mastering the competencies necessary for a professional performance and about the desire for successful life, etc. It is now that personal competence of professional self-efficiency from the perspective of supplementary competences is important. A high-tech company needs more than just a specialist with knowledge and skills for a particular job and certain professional functions. The implementation of innovative technologies makes industrial managers expand the working functions of an employee. Thus, a specialist has to solve tasks that go beyond the functions of his specialty, i.e. he should work within a framework of a related profession and deal with the colleagues of related professions. If an employee masters a related profession (i.e. profession close to a particular specialty in its labor actions) and competences for similar labor actions of related professions (with labor functions similar to this specialty), he can solve tasks in production. As noted above, a hi-tech production specialist should have both professional and supplementary competences. We define these competences as transprofessional, i.e. competences that allow a specialist to execute an interprofessional interaction with the colleagues of related professions. They are the main predictor of a positive attitude to activity. These competences directly influence the result of activity and significantly increase its efficiency through motivation. For the last thirty years, foreign psychology has offered a lot of theories to describe the cognitive predictors of achievement motivation. Different theories of achievement motivation offered within a framework of a cognitive approach (B. Weiner’s theory of causal attribution, A. Bandura’s theory of self-efficiency, theories of Expected value (J. Atkins, J. Ackles), C. Dweck’s socio-cognitive theory, M. Covington’s self-worth theory, E. Skinner’s theory of perceived control) underline the leading role of individual’s representations of his abilities. Interrelated cognitive constructs treated as the predictors of achievement motivation involve such notions as locus of control, causal attributions, learnt helplessness, self-efficiency, and a type of representations of abilities. The manifestation of personality self-efficiency can influence the nature and specific features of activities and be a crucial factor in the structure of person’s integrated individuality. Foreign psychology determined the types of self-efficiency, provided methodical operationalization of the construct (M.F. Scheier, J. Maddux, 1982; R. Schwarzer, M. Jerusalem, 1992), and analyzed self-efficiency as a personal resource including coping in the situations of frustration (E. Epel, 1999; D. Schunk, 2008; S. Jex, M. Bliese, 2001; R. Smith, 1989; R. Lowe, Z. Cockshott, 2008; B. McNatt, T. Judje, 2008; A. Nicholls, R. Polmann, 2010). [16] Russian psychology adapted methodical instruments for studying self-efficiency and determined the place of self-efficiency in the system of cognitive properties, in the sphere of self-consciousness and personal qualities (V.G. Romek, A.B. Boyarintsev, R. Krichevskiy, Yu.N. Goncharov, A.S. Ognev, E.A. Mogilevkin, D.A. Leontiev, M.V. Chistova, T.V. Malanyina, T.O. Gordeeva etc.). Researchers had different approaches to the definition of self-efficiency (D. Kaprara, D. Servon, D. Mayers, L.A. Pervin, J.P. Oliver, L. Hjelle and D. Ziegler and others). They defined the types and spheres of self-efficiency application conditionally, provided methodical operationalization of the construct (J. Maddux, М. Sheer, R Schwarzer, M. Jerusalem), analyzed self-efficiency as a personal resource including coping in the situations of frustration (E. Epel, D. Schunk, S. Jex, M. Bliese, R. Smith, R. Lowe, Z. Cockshott, B. McNatt, T. Judje, A. Nicholls, R. Polmann) [16] For the last years, the construct of self-efficiency has been studied in the world in the context of applied psychological research, including self-efficiency in case of subjects’ interaction in the Internet space (Y. Kim, M. Glassman), social-psychological manifestations of selfefficiency in professional relations (J. Mayfield, M. Mayfield), and research in educational psychology etc. The first Russian research of the construct of self-efficiency was partially conducted in theses in the middle of the 1990s - the beginning of the 2000s. It was based on methodological principles of subjectivity, system nature and development (L.S. Vygotsky, А.N. Leontiev, B.F. Lomov, S.L. Rubinstein, B.G. Ananiev, А.G. Asmolov, D.N. Uznadze, К.А. Abulkhanova, L.I. Antsyferova, А.V. Brushlinsky, V.А. Slastenin, D.I. Feldstein and others). The research of self-efficiency was based on the adaptation of methodic instruments, which enabled to operationalize the manifestation of the construct, and terminologically determine the place of self-efficiency in the system of cognitive properties, sphere of self-consciousness and personal qualities (V.G. Romek, A.V. Boyarintseva, R.L. Krichevskiy, Yu.N. Goncharov, A.S. Ognev, E.A. Mogilevkin, D.A. Leontiev, M.V. Chistova, T.V. Malanyina, T.O. Gordeeva etc.). Further, scientists analyzed self-efficiency and its determinants at the stage of school and university education (S.N. Gonchar, M.I. Gaidar, E.A. Shepeleva, T.I. Vasilieva) and studied the relations between self-efficiency and professional self-actualization of young people (O.V. Moskalenko, G.V. Mironova), peculiarities of career preferences and professional potential depending on the manifestation of self-efficiency (T.N. Kornilova, E.A. Mititsina, N.V. Ivanova, Yu.A. Shalakov). The research conducted by T.V. Belykh and A.M. Mayramyan enabled to reveal the peculiarities of psychodynamic determination of communicative self-efficiency and to define the significance of self-efficiency as a crucial factor of individuality.

MATERIALS AND METHODS Recently, we have seen a special interest in the search for internal resources for greater success and productivity of a personal self-realization. It is important that a person himself can define his potential and cognitive variables to make his behavior and activity more positive and to fulfil his life goals. This metacognitive variable is self-efficiency. The overwhelming majority of the research devoted to this phenomenon was conducted abroad. It was originally elaborated abroad too. In the historical context, self-efficiency as an integrative personal formation and a cognitive construct was first elaborated by A. Bandura within a framework of social learning theory [1]. Further, this phenomenon was studied in wide-scale foreign research. The notion of self-efficiency was originally elaborated by A. Bandura in 1977 [2] within a framework of social cognitive theory of personality to be applied in practical activity, since a tendency for studying self-regulation, self-control and motivation through the analysis of personal cognitive variables and social behavior had emerged in scientific and applied psychology and social psychology from the end of 1950s. This enables to define personal contextual determinants of interaction [16]. The author assumes that “self-efficiency is person’s perception of his ability to act successfully in current situations based on the principle of mutual determination of personal factors, behavioral activity and environment.” [2] The author gives another, more concise, definition of self-efficiency as “person’s belief in his ability to control the events that have an impact on his life.” [1] In this case, an individual anticipates the result of his behavior when he models a situation. This result is a positive reinforcement of its efficiency if representations correspond to an actual result in the situation. Whether a particular person can or cannot achieve success in a certain situation depends not only on his competences, but also on a whole range of other factors. However, mental health and well-being require not only objective results themselves, but also their interpretation by a particular person and expectations of success and positive results of his actions. Bandura proposed a hypothesis that cognitive self-efficiency (i.e. expectations of one’s efficiency) influences motor behavior, for example, whether a stressful situation will or will not stimulate the attempts to cope with it, how intensive these attempts will be and how long they will last. This very self-efficiency may also influence the features of environment — the effects of behavior. The notion of self-efficiency is underdeveloped from the standpoint of meaningful features, types and determinants, though it is very significant in social psychology and applied fields. Most studies reflect a significant influence of self-efficiency on properties/phenomena under study. However, Bandura clearly determined self-efficiency as a cognitive mechanism and revealed its 3 characteristics: level, generalization and power. The level of self-efficiency reflects a belief that an individual can cope with activity even if it is very complicated. Generalization means how wide the representation of success in one activity is extrapolated into other activities. Power (resilience) is the manifestation of a belief in the capacity to realize activity. This classification enables to conclude that the level of selfefficiency enables to analyze its personal and individual peculiarities in complete detail [16]. Besides, we have defined informational determinants of the expectation of individual’s efficiency based on several components: 1. Achievements in performance based only on personal experience. This is possible due to participation in modeling or desensibilization of interaction or impact from outside or performance based on self-instruction. 2. Indirect experience acquired through observing other people (physical or symbolic following the model). 3. Beliefs expressed by others - verbal reinforcement or punishment, suggestion, selfinstruction. 4. Emotional excitation (a person always assesses his emotional state somehow: fear, calmness, affects in conflict situations - and this influences the assessment of his own behavioral abilities). Thus, actually, the concept of self-efficiency was originally represented as rather an applied concept aimed at addressing contextual diagnostic issues. However, the interest in this construct was increasing, while operationalization of its research and integration with scientific psychology was a common tendency.

Besides, the definition of self-efficiency was analyzed regularly. R.L. Krichevskiy defined self-efficiency as “...people’s belief in their abilities to mobilize a situation, intellectual resources and behavioral efforts to control the events that influence their life.”[13]. T.O. Gordeeva calls it “individual’s belief in his ability to cope with certain activity.” [10] D.A. Leontiev treats self-efficiency as a phenomenon of personality’s self-consciousness [14]. However, we assume that M.I. Gaidar gave the most accurate definition, “self-efficiency is a combination of person’s representations of his abilities and abilities to be productive in the anticipated behavior, activity and communication and his belief that he will be able to realize himself in them and achieve the expected objective and subjective effect.” [8] M.I. Gaidar, in turn, supplemented the concept of self-efficiency. He defined its three types depending on the basic forms of activity that enable to develop both self-consciousness and self-efficiency: 1. Activity self-efficiency - an individual’s belief in his knowledge and skills for meaningful activity and productive learning of new forms of behavior. 2. Communicative self-efficiency - an individual’s belief in his ability to communicate with environment productively and to a good quality and to have a wide range of communication means. 3. Personal self-efficiency - an integrative psychological feature, a combination of representations of one’s personally important qualities and belief that an individual can apply them masterfully in various situations and obtain the result. [8] In the light of the foregoing, we assume that self-efficiency in interpersonal communication, unlike activity self-efficiency (which should be studied within a framework of particular types of activity itself) is the most informative in studying the specific features of situational interaction, being typical for individuals, since any situation as a way to realize interaction involves a dialogue between individuals. Moreover, this type of self-efficiency has become a subject of detailed research [24] only for the last five years. Earlier, it occupied a borderline position between the notions of objective efficiency in communication, communicative potential etc. From the viewpoint of its influence on motivation, self-efficiency is one of the important resources to cope with stressful situations. As soon as individual’s confidence in success increases, he tries to take more efforts to achieve a result, and, therefore, to strengthen selfefficiency. It is proved that even if an individual faces difficulties, he tries to cope with them.

if the manifestation of self-efficiency is originally low, an individual will try to avoid a problem [25]. The results of some research also show that self-efficiency influences the success in interaction with other people. There is evidence that children with high self-efficiency are more confident in their ability to control their communication with others; therefore, they demonstrate prosocial behavior and enjoy popularity among peers. However, low selfefficiency is associated with physical and verbal aggression, which leads to failures in social sphere [22]. Therefore: 1. Self-efficiency is studied abroad as a subject of psychological and pedagogical research in a wide scientific context. For the last decades, it has become relevant for Russian psychology and pedagogics. 2. The issue of structural and meaningful components of self-efficiency and classification of its types is the most developed in Russian psychology. 3. There are some contradictions in definitions, and, as a consequence, in the categorization of self-efficiency. А. Bandura assumes that self-efficiency is a contextual cognitive mechanism in particular activity, which determines motivation and socialpsychological peculiarities of self-regulation and self-control. the generalization of the results of foreign and Russian research shows that the manifestation of self-efficiency is an important marker and a mutually conditioning factor of individual, personal and socialpsychological peculiarities of personality. 1. The analysis of current research enables to conclude that the level of professional selfefficiency is crucial for studying the process of its development in the system of specialist training. 2. Basic empirical research conducted by Russian and foreign authors enables to reveal the results important for further analysis and interpretation of data obtained in our study, namely: - self-efficiency influences the activity of behavior and choice of behavior strategies; - higher self-efficiency makes a person refuse from reactive behavior in the situation of frustration and choose problem-focused strategies [23]. We have identified the following components to develop the professional personological selfefficiency at the universities: self-motivation, self-organization, self-management and selfcontrol. These qualities are developed in the forms of personization, personification and personalization processes. This triad is the result of subject's identification from the very beginning and his/her further transformation into givenness, that is the process of individualization and manifestations of oneself in the specified environment. This is achieved thanks to the casual factors including the following mechanisms: logical meaning models; cognitive visualization connecting the subject with the visual means; activation of three reflection mechanisms: sensitive visual, verbal logical and simulating ones. It is quite reasonable to focus on one more interpretation of this category showing its unobvious aspect: personological information education environment is a new pedagogic environment based on the principles of autodialogue, didactic multidimensional technology and didactic multidimensional tools. With these key aspects of the personified information education environment let us identify the summarized characteristic of the key definition. Personological information education environment is a specially organized process of subject's positive changes through actions of a particular structure in changing the environment's content in accordance with the specified indicators and with the help of the information technologies implementing macro- and micronavigation, interactive interaction and subagent approach. Modern education can be characterized by many different environments: information, education, tool, institution environment, etc., being turned to the subject of the learning process. Our research looks at the problem of designing the personological information education environment which, in its turn, requires one to emphasize the understanding of a subject, develops an idea of specific visual and theoretical cognition in the learning activity. It means that the visual cognition becomes a priority which occupies an important place in modern pedagogic techniques. With this background we started to create a personological information education environment. The given methodological approach presupposes that three processes are united into one fundamental hierarchical triad - personization, personification, personalization - with setting the quantitative and qualitative links between them. We defined three levels of personality uncovering (development) – personization, personification, personalization. In the context of the research the personization is a tool to make a personality individual and its transformation in other subjects (personalization). Here the environment gives particular samples of the exterior, model and behavior stereotypes. With the comparison and reflection a person thinks through oneself, one's abilities and possibilities and makes an independent life choice.

We analyzed these three processes as a whole, they do not exist independently from each other, they fit into the development logics of a subject in a learning process. This process can have qualitative characteristics. Personization presupposes comprehension, at personification level understanding and manifestation of a subject's position are involved into the comprehension process. Personalization is about the changes of an educational situation into developing one's own (subject's) frames and conditions. This is the evolutionary changes of quality. At the same time, the above mentioned qualities of a personality match the levels of "intern", "craftsman" and "master".

The key task is to develop the particular abilities of a learner, which is achieved with the personological information education environment and its main levels - "intern", "craftsman", "master". The personality will have a comprehensive development through the cognition, empathy, assessment in invariants. This is the guarantee of good intellectual base. In this case we believe that both activity, emotional and intellectual spheres will be activated in parallel. Thus, in terms of our research a phenomenon of information education environment is a medium supporting the subject's transformation from a person to individuality with the development of personality competency group.

DISCUSSIONS Pavlov A.P. (2012) Personology of educational process for learning in small groups with the use of remit approach; Alimova N. To., Pavlov A. A. (2011) Personology as a response to the challenges of global problems of modernity; Kiseleva I. V. (2007) Personalised learning in the system of additional professional education; Krapivenskiy, E. S. Feldman, E. (2003) the Devaluation of the individual and contemporary personology; Maddi S. (2002) theories of personality; Petrovsky, V. A. (2010) Logic "I": Personological perspective; Starovoytenko E. B. (2011) the Paradigm of life in personology. Jasvin V. A. Educational environment: from modeling to designing; Esaulova, M.B. (2010) Personification of higher professionalpedagogical education: towards self-managed learning; Starovoytenko, E.B. (2011) The Paradigm of life in personology and other. However, the analysis of the scientific papers devoted to the problem of professional personological self-efficiency and personological information education environment is believed to be lacking.

Professional personological self-efficiency is a theory and technique for a specialist to move up the ladder from intern, craftsman to master, these levels being implemented in the micro-, macro-, mega- environment and the corresponding transformation of its characteristics (invariant part, logical meaning simulation, visual micro-, macronavigation) with the forms of interactions (autodialogue, natural polylogue, translational polylogue) with the corresponding levels of control and reflection of these interactions.

purpose is the development of a personality, but in comparison with others we consider both the components typical for this process, criteria and indicators of implementation and the process of subject’s changes in the specified process. Personality potential and the application of the didactic multidimensional technology are the critical characteristics of the professional personological self-efficiency, that makes us speak about, first of all, a pedagogic phenomenon and, secondly, a technological phenomenon. We can consider student’s training through the development of competences represented in the Federal State Educational Standards of Intermediate Professional Education more efficient, if many competences are developed by a group of disciplines and due attention is given to the identification of transprofessional competences for related professions. Such approach will enable to raise the quality of professional education in college and to create conditions for graduate’s further improvement and self-development, since he will learn mechanisms and ways to integrate competences. Young person’s pursuit of being a competitive specialist makes him learn related professions and motivates self-esteem of correspondence between his abilities and requirements of a profession. Modern quality of professional education that provides graduate’s competitiveness in the labor market is associated with the development of transpersonal competences. In a climate of modern production, it is not enough to be just a professional, i.e. a person with profound knowledge in a certain area. A specialist should have knowledge in several professional spheres and be able to establish relations between them. A modern specialist should have a related working profession apart from his specialty. To deal with the specialists of related professions, a person should have special qualities and abilities or additional professional competences – transprofessional competences. Transprofessional competences involve specialist’s professional abilities that meet the requirements of the Federal State of Educational Standards, professional requirements and requests of a manufacturing cluster and enable him to participate in the solution of packet tasks. To develop the transpersonal competences of middle-ranking specialists, we need to define pedagogical conditions that will contribute to this process and, thus, increase the quality of their professional training. Within a framework of the Bologna Process, we are going to renew professional education on a competence basis by strengthening the practical focus of professional education and preserving its depth (Baidenko V., Bolotov V.A., Borisenkov V.P., Serikov V.V.). Practicefocused education implies the study of basic disciplines traditional for Russian education together with applied technological or social disciplines. A renewed education should play a key role in the preservation of a basic science and the development of applied sciences for the sustainable development of the Russian society. There are several approaches to practice-oriented training in the system of professional education. Some authors (Yu. Vetrov, N. Klushina) associate practice-oriented training with the organization of student’s practical and on-site training. This training enables a student to plunge into the professional environment, to juxtapose his ideas of a profession with the requirements of the real business, and to become aware of his role in social work. Other authors (P. Obraztsov, T. Dmitrienko) assume that profession-oriented technologies of education, which develop personal qualities in students that are significant for their future professional activity, and knowledge and skills, which provide high-quality performance of functional duties of a chosen specialty, are the most efficient. Some authors (А. Verbitskiy, E. Plotnikova, V. Shershneva and others) relate the establishment of practice-based education to the use of possibilities of contextual (profession-based) study of core and non-core disciplines. First of all, the development of the concept of practice-oriented education is profitable for a student. It means that he will probably contact his employer directly during the study. A student will be able to get a unique piece of information about the requirements to future employees in a certain company from the first hands. Learners will also be able to choose the places of practice depending on their final goals. Employers are interested in practice-based education too. Companies that will cooperate with an educational institution will have an opportunity to educate and train students as their future employees. Graduates will have features that are the most valuable for the managers of companies. Therefore, the process of employment will become much easier [11]. Research shows that problem-solving tasks in teaching special disciplines raise the quality of students’ professional training (I.I. Goldin, L.V. Gorskaya, O.S. Grebenyuk, T.V. Kudryavtsev, M.I. Makhmutov, L.V. Putlyaeva and others). T.V. Kudryavtsev theoretically justified the reasonability of applying problem-solving tasks in training technical specialists. He has proved that problem-based training is the best to contribute to the development of technical thinking for the solution of production tasks, since their solution requires the same intellectual procedures as the solution of problem-solving tasks. In our study, we use packet tasks in production as problem-solving tasks. A middle-ranking specialist should be ready to solve them, i.e. we use production-oriented training. The relations between practice-oriented, problem-oriented and production-oriented training is shown in figure 2. A specialist with developed transprofessional competences should solve packet tasks in production together with his colleagues, apart from performing his professional functions. Therefore, a professional educational institution should create pedagogical conditions to develop transpersonal competences in compliance with the problems of a manufacturing cluster, i.e. conditions should be production-based. [6] Let us consider basic pedagogical approaches that contribute to the development of transprofessional competences – system, activity, competence and person-centered. In a modern situation of intermediate vocational education modernization, a competence approach is a priority. The choice of this approach as a basic mechanism of education modernization is defined by the development of competences in training treated as the development of skills and personal qualities of a trainee in general. The development of the concept of a competence approach reflects the focus on identifying global tendencies in the development of education, which implies preventing Russia’s possible retardation from Western countries in the area of education and preserving high prestige of the Russian professional school. Scientists reported that Russian education might be in arrears of the world level and that we needed serious changes in education as early as in 1988. As noticed by I.A. Zimnyaya, competence-based education emerged in America in the 1970s in the general context of the definition “competence” in terms of a theory of language. This definition was offered by N. Chomsky in 1965 [99]. N. Chomsky opposed it to the notion “language activity”. His psycholinguistic theory was not supported by scientific community.

However, the term “competence” that he had introduced in psychology, assimilated into pedagogics, though with a different meaning. The provisions of a competence approach began to develop in the traditions of behaviorism (competences were treated as practical knowledge; however, such approach was criticized as inefficient for the development of individuality and learners’ creation). They suffered some changes at the beginning of the 1970s, when scientists offered to distinguish between the notions “kompetentsiya” (competence) and “kompetentnost” (adequacy, competence) to avoid criticism. Further, these categories were mostly applied in management and teaching a native language. Russian and foreign researchers began to identify kompetentsiya and kompetentnost for different activities. The establishment of a competence approach with its active use of the notions kompetentsiya and kompetentnost in education became a significant stage (1990–2001). At that period, the Council of Europe introduces the definition “key competences”: the competences that contribute to the preservation of multilingualism and democratic society and meet modern requirements of the labor market and economic transformations [12]. Competence in Modern Society by the English scientist John Raven published in London in 1984 gives a detailed interpretation of competence as a phenomenon that “consists of a great number of components, many of which are relatively independent from each other; some components relate to cognitive sphere, others relate to emotional sphere; these components may replace each other as the constituents of efficient behavior.” Besides, the author underlines that “the types of competences” are “motivated abilities”. He identified 37 types of competences. We see that the categories “readiness” and “ability” and psychological qualities “responsibility” and “confidence” are widely represented in his list [5]. We have identified general competences within a framework of the TUNING (Tuning of Educational Structures) project aimed at realizing the goals of the Bologna Conference and subdivided them into the following groups: 1) instrumental competences – ability for analysis and synthesis, ability for organization and planning, basic knowledge in various fields, thorough training in the bases of professional knowledge, written and oral communication in the native language, knowledge of the second language, elementary computer skills, skills of information management (ability to find and analyze information from various sources), problem solving, decision making; 2) interpersonal competences – ability for criticism and self-criticism, teamwork, skills of interpersonal relations, ability to work in an interdisciplinary team, ability to communicate with specialists from other areas, ability to perceive variety and intercultural differences, ability to work in the international environment, adherence to ethical values; 3) system competences – ability to apply knowledge in practice, research skills, ability to learn, ability to adapt to new situations, ability to produce new ideas (creativity), leadership, understanding of cultures and traditions of other countries, ability to work independently, project development and management, initiative and entrepreneurial spirit, care for quality, striving for success [3].

The theory of personified education environment contributes into the development of the specialist’s professional competencies. The requirements to the competitive experts are determined by the innovative processes at the production enterprises. To reveal the requirements of the employers we analyzed the performance efficiency of some industrial enterprises in a region. This analysis identified some tasks which should be solved by the companies to maintain the competitiveness level of the products. The findings of the analysis showed that a specialist should be a professional expert, it means that it is not enough to be a person with profound knowledge in a sphere. A specialist should solve the production tasks in a team together with other colleagues, should be aware of several professional spheres and be able to see the connection between them, and therefore, this specialist should acquire relative and adjacent professions and be able to master new professions [5]. However, the research illustrated that being a true expert is about the professional personality development, not every learner is ready to perform difficult works of highly technological and dynamic production, here it is necessary to regard such organizational pedagogic conditions which would provide the most adequate development for the additional professional competencies [2]. Employers’ requirements and FSES SPE are the external factors influencing the development of the transprofessional competencies and the identification of the pedagogic prerequisites, while the content of the education, teaching technologies and learners’ personality professional development are the internal factors which undergo transformations. The specialists are trained in an educational institution in accordance with the requirements of the professional and educational standards. The professional education combines the theoretical and production training. Theoretical training should help students to master the knowledge system in humanitarian, general technical and special courses necessary for the responsible and efficient performance of the works stated in the major training program. Theoretical knowledge-based production training develops person’s labor skills and abilities necessary to fulfil the works in major. A wide application of the most efficient pedagogic techniques in the learning process is one of the spheres in the training system of the modern specialist to fill the gap between the requirements of the real life and the isolated education system. Student’s personality professional development is aimed at achieving the high professional heights. The factors mentioned above determine the organizational pedagogic prerequisites. These prerequisites are seen as a group of conditions for the successful development of additional professional competencies with their structure being identified on the basis of the tasks inferred from the problems of the production cluster, therefore the pedagogic prerequisites will be of production oriented nature. Let us specify the production oriented pedagogic conditions for the development of the additional professional competencies:  development of organizational model of context environment provision;  development of the key competencies among the students and their further emphasis in training the specialists;  training the pedagogic employees in accordance with the FSES requirements;  availability of scientific methodological provision of the learning process conforming the development of the additional professional competencies. The implementation of the pedagogic prerequisites presupposes one to create the context learning environment. In the context learning the course and social content of the professional labor are simulated, this provides the prerequisites to transform the learning activity of a student into a specialist’s professional performance [3]. Context learning implementation in a special - personified information education environment is rather presently relevant. Its nature is in changing the subject due to the creation of the pedagogic prerequisites which initiate the mechanism of professional and personality competency development, including the development of the professional ones. The transition of the learning process subject from the initial state to the next state (closer to the state-created image of a modern and competent specialist who is ready for the professional activity within the trained profile) is in intensification of the interactions thanks to autodialogue, triad external and triad internal plans [12]. This requires one to create the pedagogic prerequisites triggering the mechanisms of the appropriate transformation of a subject: first of all, the special organization of the structure of the activity determined by a conceptual pedagogic technique; and, secondly, articulating the simulation and designing task for the subject [11]. The mechanisms of the personified information education environment are the logical meaning models; cognitive visualization of knowledge; activation of three reflection mechanisms – sensual visual, verbal logical and simulating ones. The model of context environment provision is implemented when applying the methods of active learning, such as discussions, case studies, “task constructor”, role plays, projects. Integration processes in education cover the purpose and content, forms and methods, techniques and means of education and learning, and the integration processes in education differ in their intensity and variety. This specificity of pedagogic science is particularly seen at the level of its terminology and objectively becomes the reason of its diffusion and ambiguity, bias, uncertainty. Integration in different synthesis forms of interdisciplinary researches is important both for the development of the future engineers’ professional competencies in learning process and for the professional further performance. Thus, professional personological self-efficiency at the universities contributes into the development of both such qualities as self-organization, self-management, self-control, and additional professional competencies.

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How to cite this article: Vakhidova L V, Gabitova E M, Ivanov V G. Professional personological self-efficiency in specialist’s training system. J. Fundam. Appl. Sci., 2018, 10(6S), 1544-1565.