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