PEDAGOGICAL ACME-TECHNOLOGY OF FORMATION OF RESPONSIBILITY AMONG LEADER-PROFESSIONALS DURING THE PROCESS OF PROFESSIONAL EDUCATION

the article is devoted to the problem of formation of responsibility among leader-professionals during the process of professional education at the university. The authors note that the solution to this problem is possible by developing a special pedagogical acme-technology. The paper presents characteristics of structural components of proposed technology (concept, content, procedural parts, software and methodology). In the course of this study, the pedagogical conditions for the formation of responsibility among leaderprofessionals were determined. The results of this study on the establishment of the influence of factor units on the responsibility formation of future leader-professionals in the process of their professional education at the university are discussed.

Previously unresolved aspects of the problem. Considering the conducted analysis of scientific research, we can conclude that in a global society that unites the human community during pace acceleration of innovative development, design and wide application of high technology, it is urgent to address issues of improving the quality of future leader-professionals training. The analysis of scientific literature showed a contradiction at the technological level of leader-professionals training between the objective demand of the labor market for a professionally responsible and competent individual with high leadership potential and lack of scientific and methodological support of the educational process with technologies of professional and applied training of future leader-professionals. The general understanding of pedagogical acme-technology of leader-professionals responsibility formation in the process of professional training, defi-nition of its structural components and pedagogical conditions for formation of responsibility as leader's professionally significant quality in higher educationall these parts of the problem remain to be unresolved.
Paper objective. The purpose of the article is to determine the pedagogical acmetechnology of responsibility formation among leader-professionals during the process of professional education. To achieve the purpose of the article, the following tasks were identified: 1) to find out the core of acme-technology of the future leader-professionals' responsibility formation; 2) to investigate the structural components of the specified pedagogical acme-technology; 3) to conduct a pedagogical study to determine the influence of factors on the future leaderprofessionals' responsibility formation during the process of professional education at the technical university.
Paper main body. Acme-technology of responsibility formation (Fig. 1) is undoubtedly an innovative type of technology, taken that the term "innovation" in the educational field is the acquirement of a sustainable positive result, based on the introduction of novelties or new application of recognized pedagogical achievements and developments, and the opportunity with their help to overcome the contradictions associated with the inevitable changes in higher technical education and to find a way out of crisis situations (V. Bykov [3], I. Prokopenko [13], O. Romanovsky [14] and other researchers).
The teaching staff in universities participates in the most complex type of production that is available to mankind todaythe production of spiritual values. The greatest pedagogical miscalculations and troubles in higher education system occur, according to the authors, when scientists who deal with the training of engineers, forget that the pinnacle of their scientific and pedagogical activities in the end is not a plane or turbo generator, but the person who would create, improve and operate these machines in the future (O. Dubinina [6][7], O. Ihnatiuk [9], N. Sereda [16] and other researchers). Conceptual basis: providing professional training with strengthening of practical orientation and intensification of the educational process due to professionalization, giving it a greater operational and instrumental character; positioning responsibility as a professionally significant quality, condition and result of successful professional training of a leader-professional Specific requirements for acme-technology: use of both real and virtual environment; taking into account progressive changes in education; high scientific level of education combined with fast pace; intensive mode of intellectual activity Fig. 1.

-The structure of innovative pedagogical acme-technology of formation of leader-professional's responsibility
Real science is created and developed around a scientist-pedagogue who has students and followers. For this reason, at a certain stage of their pedagogical practice, in some part of the pedagogical community there is a need and desire to technologize their positive and effective experience to leave it to the next generation of teachers, to show more productive ways to achieve pedagogical goals (O. Romanovsky [14], S. Sysoeva [12], G. Selevko [15] and others). It is believed that the term "pedagogical technology" in relation to the educational process was first used by the Englishman J. Sally in 1886 [5, p. 58]. However, we see the desire to «mechanize» and the attempt to find a definite order or perfect method in John Amos Comenius's work, who foresaw the beginnings of educational technology in his treatise "The Great Didactic": "the art of teaching, therefore, demands nothing more than the skillful arrangement of time, of the subjects taught, and of the method. As soon as we have succeeded in finding the proper method the whole process, too, will be as free from friction as is the movement of a clock whose motive power is supplied by the weights. It will be as pleasant to see education carried out as to look at an automatic machine of this kind, and the process will be as free from failure as are these mechanical contrivances, when skillfully made" [11, p. 137].
The United Nations Educational, Scientific and Cultural Organization (UNESCO) considers learning technology as a systematic method of creating, applying and defining the whole process of teaching
The procedural and content parts of educational technology are usually interconnected and reflect each other. It is also generally accepted that educational technology is only mediated by the teacher personality, and its application always leads to an average result, in contrast to many methods that are closely dependent on the personality of the professional teacher. However, success in the implementation of pedagogical influence largely depends on the ability to organize it, to choose its appropriate option.
Let's outline the pedagogical conditions for the formation of responsibility as a professionally significant quality of a leader in a higher education institution: First, researchers note that for the successful implementation of pedagogical technologies teacher's image (their art of communication, openness, sincerity, friendliness, erudition, worldview, artistry, style, empathy, improvisation, fantasy, reflection; the ability to detect changes in students' relationships, their moods, reactions, perception of educational material) is gaining importance now more than ever in higher education institutions.
Second, the practical skills of responsible behavior arise in different activities and, as a consequence, cause conscious independent use of the accumulated experience of responsible behavior.
Third, the organization of joint activities of students and teachers is based on subject-subject interaction: belief in the need and importance of the studied quality for the leader; development of causal self-awareness; analysis of specific situations; creation of educational situations; stimulation and motivation of responsibility among students; experience of responsibility; fostering understanding and trust; ability to criticize with arguments and accept criticism.
Fourth, it is necessary to teach the pedagogical staff the problem of forming responsibility taking into account the students' age, which will increase staff's theoretical and practical training.
Fifth, the mechanism of responsibility formation is gradual, hence it involves reflective activity at each of the next stages of forming ideas about responsibility and activity motivation, formation of practical skills of responsible behavior in various activities, conscious independent use of accumulated experience of responsible behavior.
The analysis of the influence of factors on responsibility formation with the help of acme-technology was conducted as follows: the formation of responsibility was studied among students in 4th and 5th years of education (from Faculty of Social and Humanitarian Technologies, Faculty of Computer Sciences and Software Engineering, Institute of Education and Science in Power Engineering, Electronics and Electromechanics of National Technical University "Kharkiv Polytechnic Institute"; total number of respondents 575 people), with the support of test diagnostics such as the study of voluntary behavior in certain educational situations, the study of ideas among students of different majors about responsibility, general and individual review of current homework, the study of personal and collective responsibilities in academic groups, self-esteem of students' and teachers' volitional qualities, experimental creation of situations that require the responsibility manifestation of the subjects of education and training. The results of the study to determine the impact of factors on the formation of the responsibility among future leader-professionals during the process of professional education in higher education institutions are given below.
So, the conducted pedagogical research shows that students quite adequately perceive responsibility as a professionally significant quality of a professional specialist. The vast majority of students agree that in the hierarchy of factors influencing the formation of responsibility:  first place is occupied by unit 1 (Motivation to study) -89 % of respondents, 512 positive answers;  second place is occupied by unit 2 (Students attitude towards education, opportunity to apply knowledge in practice, responsible attitude towards task performance, writing of term papers and thesis projects, compliance with academic integrity -(87 % of respondents, 499 positive answers);  third place is occupied by unit 3 (Teacher's personality and their characteristics: professional qualities, responsible attitude towards professional activity, pedagogical tact, teaching skills, friendly attitude, tolerance, style of "teacher-student" relationship) -85 % of respondents, 487 positive answers;  fourth place is occupied by unit 4 (Teaching style: tools that promote effective learning, thus stimulating interest in course) -83 % of respondents, 476 positive answers;  fifth place is occupied by unit 5 (Amount of study load, the complexity of educational material contents, the amount of self-study work) -78 % of respondents, 448 positive answers;  sixth place is occupied by unit 6 (Psychological learning conditions: psychological climate in a group, style of relationship between students) -75 % of respondents, 430 positive answers;  seventh place is occupied by unit 7 (Potential opportunities and organizational conditions of learning: tuition-based education, combination of studying and work, introduction of various forms of mobile, hybrid and e-learning, emergency remote teaching) -69 % of respondents, 396 positive answers.
Conclusions of the research. The problem of formation of responsibility as a professionally significant quality is currently relevant for pedagogical theory and practice in the training of leader-professionals in higher education institutions of any profile (engineering, economics, pedagogy, etc.), and it also requires further creative thinking. Only a creative, responsible character of a teacher-leader can bring up a responsible character of a future leader-professional. This process should be based on the design of pedagogical acme-technology for the responsibility formation of a leader-professional during professional training and implementation of not only all structural components of pedagogical acme-technology (concept, content, procedural parts, software and methodology), but also certain pedagogical conditions presented above. The hierarchical influence of factors on the formation of the responsibility of future leaderprofessionals (Units 1-7), determined during the pedagogical research, will allow a better organization of the professional training of future leader-professionals.
As prospects for further research, we consider the development of increased level of responsibility during the organization of the educational process of professional training of leader-professionals under the conditions of emergency remote teaching.