Abstract: The article examines the problems of self-development of teachers in the conditions of transformation of the modern educational environment, which are associated with the need to identify conditions that promote or hinder professional self-realization. The transformation of the educational environment of the university actualizes the processes of goal-setting and the possibility of planning the formation of the teacher's personality. The object of the research is the process of professional self-development of a teacher of a pedagogical university in the conditions of transformation of the educational environment. The subject of the study is the main characteristics of goal-setting in the structure of planning for the professional future of a teacher in the conditions of transformation of the educational environment. The evaluation levels (low, medium, high) of goal-setting for the professional and pedagogical self-development of a teacher of a pedagogical university are determined, taking into account the importance of its structural components, that is, indicators (awareness of the need for professional and pedagogical self-development, strategic planning, concreteness of goal-setting, etc.). The assessment of levels was carried out taking into account indicators in its structure (dyads), which they are logically interrelated and reflect the professional and pedagogical self-development of a university teacher. The overall self-development potential of teachers of a pedagogical university is enhanced by such semantic modalities as flexibility in achieving goals and creativity in planning their professional future. Within the framework of the study, the most significant determinants of goal-setting have been identified, which predetermine the need for professional and pedagogical self-development of a teacher of a pedagogical university, focused on assessing the prospects for planning the development of personnel of educational organizations. The novelty of the research lies in the need to identify the main characteristics of goal-setting in the structure of planning a professional future teacher, taking into account the need for his professional and pedagogical self-development and transformation of the modern educational environment. It was found that among teachers of pedagogical universities, 65% of respondents noted that they pay attention to professional and pedagogical self-development only if the requirements of the university management are met; 35% of respondents expressed a desire and willingness to develop themselves both in the field of the pedagogical profession and beyond.

Abstract: The subject of this research is the educational environment of a pedagogical university, in the conditions of which the educational process is realized through online communications and characterized by the presence of phenomena of cognitive dissonance within the system of intersubjective relations. The authors views the features and assessments of discomfort of cognitive dissonance impeding students’ inclusion into the educational process. The assessments of cognitive dissonance are analyzed depending on its causes among the students of Bachelor’s and Master’s Degree. Attention is paid to perception of cognitive dissonance by the students as a lack of freedom of choice of the individual communication strategies, which on the subjective level is accompanied by feeling of indifference to the need for fulfilling the set assignments. The main conclusion consists in the thesis that the shift of pedagogical paradigm is accompanied by the phenomena of cognitive dissonance depending on its causes among the Bachelor’s students mostly relate to the absence of interest to online communications, inertness of feedback, and failure to understand the logic of the communication process itself. Among the Master’s Degree students there were no evidence of cognitive dissonance of any critical quantitative values. In quantitative regards, all of these indicators were below average, except such factors as the lack of freedom in selection of individual communication strategies. The scientific novelty consist in identification of the key characteristics and assessments of discomfort of cognitive dissonance impeding students’ inclusion into the educational process of modern educational environment.