DIRECTIONS OF IMPACT ON PROFESSIONAL PREPARATION OF STUDENTS’ GENDER-ROLE BEHAVIOR IN THE LEARNING PROCESS DIRECCIONES DE IMPACTO EN LA PREPARACIÓN PROFESIONAL DEL COMPORTAMIENTO DE LOS ESTUDIANTES EN EL ROL DE GÉNERO EN EL PROCESO DE APRENDIZAJE DIREÇÕES DO IMPACTO NA PREPARAÇÃO PROFISSIONAL DO COMPORTAMENTO DE GÊNERO DOS ALUNOS NO PROCESSO DE APRENDIZAGEM

The article has been investigated the directions of impact on professional preparation of students’ gender-role behavior in the learning process, the issues of mutual relations of gender-role behavior and vocational preparation are highlighted. The research showed that the approach to the vocational preparation in students is tended to the dynamic change on the courses is determined with the levels of self –assessment. However it was discovered that the directions that actively generating traditional gender stereotypes may lead to the confrontation of personality between substructures, student’s negative identification to the professional role of himself , as well as the encountering of thinking of ‘I” as an individual and “I” as a professional.


INTRODUCTION
Research shows that in many cases, graduates coming to certain specialty and professional fields cannot ascertain themselves or they approach that field only as "obtaining diploma", and this, in itself, has an obstruction for finding themselves in the field they want and for self-attitude. Facts show that the beginning of this process just comes from the age of adolescent. Formation of interest for certain profession, but its nonconfirmation with potential opportunities creates condition for the emergence of the above-mentioned issues.
Along with this, the formation of professional choice in an adequate direction in the period of teen years leads to their finding themselves in the professional field they want and realization of their potential in this field, in the end, living a happy lifestyle. In addition, achievement gained in the economic and political life of our country requires from new generation to sign serious successes in the professional field and just thanks to it, it is possible to maintain sustainable development and raise the wellbeing of people. (Rashid Jabbarov.et.al,2019).
Though the professional elements at students begin with the choice of profession, really the strengthening of interest to this profession and the process of becoming professional start in the entering specialty. Our main purpose in this article is determining the development directions of professional qualities on courses, and finding out the conflicts in this process.
Because in many cases students don't like the profession they study and transfer to another profession later. This is the waste of time and financial expense. The increasing dynamics of such tendencies shows itself in modern period. And this actualizes the problem.

DEVELOPMENT
The professional development directions of personality are investigating in psychology. T.V.Kudrayavtsev classifies the professional development problem of personality, some directions according to the criterias of his choice to the attitude on himself and implementation level of the performance. In his opinion, these directions are following: 1) The creation and forming stage of the professional purposes. According to Madorskaya, the majority of students (especially I and II courses) experience a complex set of destructive conditioned difficulties (social, psychological, social, psychological and domestic) in the process of teaching adaptation at high school, to the emotional negative state . [Madorskaya SM, 1986].

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In his research, D.V. Kolesov focuses on accentuating the problems that arise with changing the boundaries of independence that are higher at students than pupils. [Kolesov DV, 1980]. According to the information of author, the exam session causes high stressogenicity at students. The facts are intriguing: if poor learning students experience stress due to unpredictability during exams, it is typical students to develop the state of stress related to the intellectual pressure for well-performing.
In his research, R.R. Blajis shows psychological discomfort situation of students primarily manifested in cognitive, emotional, and behavioural environments. Sometimes, this crisis can overcome the destructive educational motivation without changing social-professionalism.

Research aim
Although the impact of students' professional preparation on the teaching process depends on a variety of factors, it is primarily characterized by student self-esteem and genderbased behaviour

Research Methods
In the study, the method of finding the quantitative coefficient of self-evaluation was used by SA Budassin. The study was attended by 250 people, including 120 boys and 130 girls.
The results obtained were processed by the SSPS program, and the change on the gender differences and courses were the main criterion.

Discussion
Our research has shown that the requirements for cardinal dynamic changes in I-IV courses and interpersonal relationships are dependent on the level of self-esteem. Compared to I course and III course, it has been found that students have an advantage of adequate assessment that socially appreciated. This means that, as the courses change, students will be able to objectively evaluate their characteristics and to associate them with the personal and   M  --1  16,7 3  50  1  16,7 1  16,7   MF  --2  83,3 ----1  16,7   MF  --1  16,7 3  50  2  33,3 --F  --1  25  2  50  1  25  --FM  --2  33,3 3  50  1  Note: MNE -Neurotic Self-esteem Reduced: PA -Low Self-esteem; SA(d) -self-esteem is adequate; SI -high self-esteem; SH -Self-esteem is higher in neurotic species As can be seen from Table1, the interpersonal contradictions of inadequate selfassessment (between "I want" and "I can") are expressed in the vast majority of first-year students of gender identity. In the process of interpersonal interactions of individual reflexes in III and IV courses, are adequately aligned with gender identity of the enhanced professionalism and self-esteem level, complying with real opportunities and different types of gender identity, becomes adequate adapting with personal characteristics of the respondents.
Self-assessment, lower the price of actions, deficiencies, self-dignity and intensifying of interpersonal contractions described in inclination to raise is determined with characteristics of feminine gender-role in young students.
It was found that there were no significant qualitative differences in the nature of role and moral contradictions between I III IV courses according to t-criterias of the Student.

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Comparing the motives of training activity with characteristic interpersonal conflicts for respondents and groups identified on gender differences. We should note that we haven't aimed to determine the cause-result relationships in mutual relationships of interpersonal conflicts with the motives of training activity. Because we've tried to find the ideal standards and the conflicts emerging in the profession preparation process at students. Consequently, the conflict of unrealistic desire is enhanced in this group from the point of view of a particular material security, constant intellectual search orientation, subjective job search. Roll and moral conflicts are largely associated with the realization of social roles. The following teaching motives are preferred for a young male respondents with feminine gender role identity: "Reading exams successfully" are "good " and " excellent "(77.8%); "Don't give up the learning of subjects of teaching period"(77.8%) "Fulfilling the pedagogical requirements "(88.9%)," Gaining Respect of teachers "(77, 8%)," Avoid penalties and slanders for poor quality training "(77.8%).
We believe that these motives can be combined with an adaptive approach, which involves adapting to environmental conditions -high school education and interpersonal interaction with important people. The following educational motives prevail in the selection of girls with masculine gender role identity: "Becoming a highly skilled specialist" (72.7%); "Successfully study, passing exams" good "and" excellent "(81.8%); "Getting a Permanent scholarship" (90.9%), "Do not give up studying the subjects of the teaching period" (72.7%);

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"Ensuring success of future professional activities" (81.8%); "Getting Intelligent Consent, Satisfaction" (63.6%). As with selection of young boys with feminine gender role characteristics, these motives can be combined with the notion of "adaptation", as well as the concept of orientation of environmental adaptation.
The identified motivations for teaching activities are related to the qualitative characteristics of the interpersonal conflicts of these groups of respondents. Thus, the conflict of unrealistic desires is manifested in the characteristics of "love, physical and spiritual flow to any person", "self-esteem, inner harmony, freedom from conflict and doubts." Inadequate selfesteem is expressed as a tendency to reduce or increase the value of deficiencies, self-dignity.
(comparison: studying successfully, fulfilling motives of pedagogical requirements) The identified coherence of interpersonal conflicts across different types of respondents in the context of educational motives and gender differences allows us to conclude and to make assumptions that require further empirical validation. The motives of teaching activities become more thoughtful and balanced. Balance of teaching motives is an important characteristic that enables us to make choices about its stability and work as a common system.

CONCLUSIONS
Our research has shown that students' vocational training in the frame of traditional education is influenced by a number of factors, including complex gender role stereotypes.
Teachers explain the success and failure of students in various ways.
The failure of girls is explained by lack of skills, and the failure of young boys is due to hard work or inattentiveness, lack of patience. Since childhood, girls are orientated to interpersonal relationships and to other people, thus developing a high sense of expectation and self-esteem by others, especially those of the referent. Highly socially adapted girls are encouraged to adapt to the motivated behavioral model, either directly or indirectly, by the educator. The most typical for girls are situations where they do not rush to show their abilities and liked attentively in a new, non-standard situation group. Thus, the educational institution, as one of the main institutions of gender socialization that has been actively creating gender stereotypes that have been complicated for centuries, can lead to a student's negative roleplaying identity, the confrontation of personality with the substructures (as "I " "I"am an individual member of a professional group). These facts must be taken into account.