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Introduction. The article identifies the possibilities of modeling and using software and methodological support for additional professional courses. Definitions directly related to the process and products of theorization of software and methodological support for additional professional courses have been clarified. The purpose of the work is to define the idea of research and clarification, theorization and modeling of software and methodological support for additional professional courses. Materials and methods. The methods of studying and describing the selected area of scientific research and scientific research are defined as pedagogical and professional modeling, scientific theorizing, technologization of pedagogical processes and analysis of the quality of the identified pedagogical phenomena and refined scientific and pedagogical prospects. Results and discussion. Ideas for theorizing and modeling software and methodological support for additional professional courses are defined in classical and innovative search, solving problems and issues of lifelong education. The integrity and uniqueness of the highlighted ideas for software and methodological support for additional professional courses reflect the modern ideology of the development and use of software and methodological support for additional professional courses. The universality of the ideas of theorization and technologization of pedagogical processes makes it possible to identify and justify in a timely manner the problems of modeling and using software and methodological support for additional professional courses as a system of meanings and contradictions that guarantee the solution and optimization of the components of the holistic development of both the individual and the environment; models of software and methodological support for additional professional courses as idealized resources that facilitate the objectification of needs in solving all didactic and scientific-pedagogical problems (illustration, study, clarification, addition, modification, etc.); principles of creation and implementation of software and methodological support for additional professional courses as a system of values and meanings of theorization and technologization of the described pedagogical process and pedagogical phenomenon; pedagogical conditions for improving the quality of modeling and using software and methodological support for additional professional courses as case models that variably determine and implement level-level opportunities for personal development and the theorized pedagogical process. Conclusion. By building prospects for theorizing and implementing ideas for improving the quality of modeling and using software and methodological support for further education courses, we can distinguish in the integrative representation of the direction and prospects of an individual’s achievements three types of solving professional and pedagogical problems theorized in the work (algorithmic, creative-stimulative and innovative-promising).

The article raises the issue of the mobility of social relations and individuals throughout the digital transformation period. The study aims to investigate the content and essence of the mobility phenomenon, the specifics of the expert’s professional mobility, the causes and consequences of changes in the interpretation of mobility in the context of digitalization and digital transformation of modern society; features, advantages and challenges arising in light of the expansion of digital mobility in professional and social life. The following methods were used in the research: philosophical, sociological, psychological and pedagogical analysis, synthesis of interdisciplinary approaches to the study of the content, essence and directions of development of the “mobility” category, a professiographic approach to the specification of the professional mobility concept, methods of adaptation and conceptualization to identify challenges and dangers, related to the spread of digital mobility. It has been determined that mobility is a complex interdisciplinary category that can be characterized in broad socio-economic and narrow personal contexts. It has been found out that the theory of mobility has evolved significantly in its development, expanding from the primary focus on movement between social groups to a deeper analysis of social space and various aspects of the individuals’ living. The individual’s professional mobility as a type of social mobility and such a relevant component of it as digital mobility has been emphasized. Spatial, temporal and contextual dimensions of digital mobility have been analysed. In a broad sense, digital mobility is defined as the process of digitization and integration of mobility management systems to achieve strategic goals, as well as the creation of optimized networks for more efficient information transmission. A specialist’s digital mobility is defined as the ability to work effectively and develop in a rapidly changing digital landscape including flexibility, technological competence, and openness to learning and adapting to the digital environment. The phenomenon of digital nomadism has been pointed out and briefly described as a promising model of digital mobility for the labour market in the near future. The most critical challenges associated with the widespread digital mobility to all spheres of current professional life have been identified, including digital inequality, the digital gap between generations and social groups, manipulative management of digital data, digital parkourism, digital stupidity, digital addiction, etc. To solve these and related problems, some strategies have been proposed. These are ensuring data protection and confidentiality of information in the organization and outside it; increasing the level of digital literacy among employees, forming digital competence and digital culture; establishing a balance between real and digital professional life; reducing workers’ reliance on technology by encouraging activities that do not require the use of digital devices and supporting digital awareness initiatives; developing an organization’s policies that govern the use of digital technologies, with particular attention to ethics and security. It has been concluded that there is a need to develop several measures, both at the level of the global socio-economic community and at the individual organization, which will ensure the availability of digital mobility services for those employees who experience digital alienation and/or digital divide, as well as the formation and development of a digital competence in citizens.

The article examines the problem of formation of professional competence of future bachelors in agricultural engineering during their professional training. The urgent need for the training of highly qualified, goal-oriented, competitive specialists in the agro-industrial production area has been confirmed, which has been updated in connection with the significant renewal of their professional activities in the conditions of digitalization of the economy of Ukraine, and the introduction of innovative approaches to the organization of modern educational space. The article aims to define and justify the pedagogical conditions that can ensure the effective formation of professional competence of future bachelors in agricultural engineering during their professional training. In the research, a complex of methods was used: a content analysis of the crucial concepts of the research, generalization of advanced pedagogical experience to identify and justify the pedagogical conditions for forming professional competence of future bachelor in agricultural engineering in the professional training process. It has been proven that the practical activity of future specialists of agricultural engineers involves the use of achievements of psychological, pedagogical science and experience, and forming professional competence of future bachelors in agricultural engineering should be aimed at training them as professionals who are competitive, capable of successful professional activity, professional development and mobility, capable of solving the challenges, set tasks and problems in the field of agro-industrial production and to meet the needs of the labour market. Forming professional competence of future bachelors in agricultural engineering in higher education institutions will be effectively carried out under the condition of identifying and taking into account the features of their professional training, which are determined by the specifics of professional activity; orientation on the individual motivation of the professional training of future bachelors in agricultural engineering and compliance with the modern development of education; determination of the main pedagogical conditions for forming professional competence of future bachelors in agricultural engineering in professional training. The following main pedagogical conditions for forming professional competence of future bachelors in agricultural engineering during their professional training process have been determined, including ensuring systematic interest and forming positive motivation for mastering the chosen profession; development of the subject content of the cycle of professional training of future bachelors in agricultural engineering; the use of innovative technologies for the purpose of forming professional competence of future bachelors in agricultural engineering in their professional training; formation of professional and personal qualities of the future agricultural engineer; mastering the practical experience of the future professional activity of an agricultural engineer. It has been concluded that each specified pedagogical condition should positively contribute to the effective formation of professional competence of future bachelors in agricultural engineering in professional training with further identification of the peculiarities of their educational activities. The next step in the research of the considered issue is the construction of a criterion base for forming professional competence of future bachelors in agricultural engineering during their professional training.

It has been established that the ongoing process of European integration in our country requires the creation of a competitive educational system, which mainly depends on the scientific and creative potential and innovative activities of educators. From this point of view, the reform of the national system of professional education at this stage involves a significant expansion of the content areas of the professional activity of pedagogical staff of educational institutions at all levels. In particular, there is a task of forming cross-disciplinary competence in vocational education teachers, since they are responsible for the high-quality training of eminently qualified specialists for the current labour market. The purpose of the article is to highlight the pedagogical conditions for forming cross-disciplinary competence in future teachers of vocational training. The task of the study is to identify and characterize the pedagogical conditions for the development of cross-disciplinary competence in future teachers of vocational training. In the study, the following research methods have been used: analysis and synthesis, comparison, summarization of primary sources, expert evaluation and survey of scientific and pedagogical staff regarding the definition of the list of pedagogical conditions for forming cross-disciplinary competence in future teachers of vocation training The article analyses the pedagogical conditions that contribute to the implementation of current trends in reforming educational systems and comprehensive personality development in terms of higher education institutions. In the study, the pedagogical conditions are considered as a factor or driving force for improving the quality of the learning process. Pedagogical conditions usually combine the performing of pedagogical actions with the use of appropriate forms and methods, and the results of students’ educational activities. At the same time, pedagogical conditions are a set of objective possibilities, content, methods, organizational forms, and material means for the realization of the pedagogical process; they reflect the basic requirements for the organization of pedagogical activity, and ensure the successful achievement of the set goal. It has been noted that pedagogical conditions can be classified into organizational and pedagogical, methodical, social and psychological, material and technical and aesthetic ones. Pedagogical conditions appropriate for forming cross-disciplinary competence among future teachers of vocational training have been singled out, namely: motivation of future teachers of vocational training to master cross-disciplinary competence; cross-disciplinary integration of students’ theoretical and practical training for the development of their cross-disciplinary competence; training of scientific and pedagogical staff to implement a cross-disciplinary approach in the educational process; implementation of the methods for forming cross-disciplinary competence in future teachers of vocational training. In order to identify the pedagogical conditions that will ensure forming cross-disciplinary competence in future teachers of vocational training, their needs in possessing pedagogical and technical knowledge have been primarily taken into account. Special attention is paid to the use of cross-disciplinary connections in higher education institutions which is a guarantee for forming cross-disciplinary competence in future specialists. Based on the results of the study, it has been concluded that modern teachers of vocation training should possess hard skills and soft skills, and be able to quickly find cause-and-effect relationships to solve various situations which are formed and improved within the limits of their cross-disciplinary competence.

The great importance of sports selection to increase the interest and motivation of the younger generation to go in for sports, identify the most promising athletes, achieve the highest results in the chosen sport by athletes, increase the competitiveness of domestic athletes on the world stage, require the training of highly qualified specialists who are able to carry out sports selection at various stages of a long-term training process and in different types of sports disciplines. But, the complexity and multidimensionality of sports selection, due to the wide variety of sports, complicates the process of creating a unified methodology for sports selection. This produces difficulties in the training of specialists capable of competent and effective implementation of the sports selection methodology. To overcome the formed contradiction between the high need of society for the implementation of sports selection and the lack of qualified specialists in physical culture, ready for the full and effective implementation of the sports selection methodology, we conducted a study. The purpose of the study is the development and implementation of pedagogical conditions that ensure the functioning of the model for the formation of bachelors' readiness in the direction of preparation “Physical culture” for the implementation of the sports selection methodology. Materials and methods. The study was conducted on the basis of the Mari State University in the period from 2017 to 2022, with the participation of 300 students of the Faculty of Physical Culture, Sports and Tourism. In the course of the study, the methods of theoretical analysis, pedagogical experiment, control tests, questionnaires, and the proximetric method were applied. Conclusions. The results were obtained, indicating that the implementation of the developed pedagogical conditions contributes to a significant increase in the motivational, cognitive, activity and reflexive readiness of bachelors in the direction of training “Physical culture” to implement the methodology of sports selection.

The article defines the possibilities of using pedagogical constructs in the structure of theorization of the foundations, ideas and technologies for providing opportunities for studying and implementing scientific and pedagogical research. The foundations of the formation and use of the formed experience of the individual are taken into account, which is singled out from the position of general pedagogy, professional pedagogy, pedagogy and psychology of personality development. A typology of pedagogical constructs is singled out, facilitating the possibilities of using scientific and pedagogical search, citation, theorization and interpretation of the results of scientific activity in the adaptive and productive development of the personality. The pedagogical conditions for the correctness and optimality of the use of scientific and pedagogical search, citation, theorization and interpretation of results in scientific and pedagogical research are determined. The prospects for the level (SVE, HE and FVE) development of software support for the use of modern methods of scientific search and scientific research in the analysis of the quality and relevance of pedagogical constructs in scientific and pedagogical search, scientific citation, theorization and interpretation are outlined.

The article describes the possibilities of improving the quality of using scientific citation and scientific search in the system of continuous education. The integrity of the formulation of the problem of the development of students and teachers is highlighted in the context of the ideas and technologies of lifelong education, in the structure of which work is carried out on diploma theses (SVE), final qualification works (HE), final attestation works (FPE) and the realized form is determined in theorization and implementation of ideas. protection. The possibilities of using various types of scientific citation in the system of continuous education are identified and substantiated, the models of scientific search in the structure of performing scientific work in pedagogy are described, and the foundations of the adaptive-productive inclusion of a student in the system of research work in pedagogy are disclosed. The principles of using scientific citation and scientific search in ensuring the quality of scientific research in pedagogy are determined and illustrated. The possibilities of using didactic and scientific theorizing in the professional development of a teacher are compared. The pedagogical conditions for increasing the effectiveness of the use of scientific citation and scientific search in ensuring the quality of scientific research in pedagogy are characterized. The directions of future scientific publications in the structure of the description and study of the theorized process are highlighted.

Исследуются концептуальные основы формирования электоральной культуры учителя. Актуальность работы обусловлена необходимостью повышения электоральной активности граждан и мотивации к участию в электоральном процессе. Предлагается новый взгляд на участие в электоральном процессе через призму электоральной культуры. Электоральная культура рассматривается как часть общей культуры, которую необходимо начинать формировать как можно раньше. В этом процессе должны участвовать не только семья, но и образовательные учреждения. Поэтому можно предположить, что наибольшим потенциалом в формировании электоральной культуры обладает учитель. В связи с этим необходимо формировать электоральную культуру у учителей и представление о технологиях трансляции электоральной культуры. А электоральная культура может быть сформирована только в специальной кросс-многоуровневой образовательной среде, которая создает условия для этого. Концептуальные основы формирования электоральной культуры представлены основными положениями, понятийно-категориальным аппаратом, методологическими основаниями, теоретическими основами, смысловым центром концепции, содержательно-смысловым наполнением, педагогическими условиями и апробацией концепции. Представлен алгоритм реализации концепции, позволяющий проследить логику движения от теоретических положений к практической реализации. Подробно продемонстрированы целевые установки концепции, определяющие ее содержание, а также правовая и нормативная основа, которая положена в основу разработки концепции. Особое внимание уделено педагогическим условиям реализации концепции и теоретическим основаниям. Охарактеризованы границы применения концепции. В качестве теоретико-методологической основы концепции предлагается четырехуровневая иерархическая структура методологических оснований, включающая подходы на различных уровнях. Практическим результатом реализации концепции является программа дополнительного образования для учителей, ориентированная на формирование электоральной культуры.

Introduction. The authors of the article investigate the formation of pre-service foreign language teachers’ professional identity in the conditions of higher professional education. Its relevance is confirmed by the increased requirements of the society for the personality of a specialist, by the urge for elaborating the internal confidence in his/her professionalism, the ability to build effective professional interactions, and to realise the need for self-expression in his/her profession, all of which are an indicator of high-quality professional training. Aim. The current research aims to provide the scientific justification for the effectiveness of the developed pedagogical technology of constructing the professional identity of students – pre-service foreign language teachers.Methodology and research methods. This study was grounded on the provisions of competency-based, personality-oriented, system-activity, axiological, anthropological approaches; the principles of nature conformity, humanisation, integrity, professional reasonability, activity, and independence; conceptual theoretical provisions of personality and its development in the process of education and professional training, theoretical and practical framework of using modern educational technologies, recent research on professional and pedagogical training of pre-service foreign language teachers and on using innovation technologies in the pedagogical process of vocational training. The study was conducted through the use of the following methods: theoretical analysis of literary sources, generalisation of existing scientific provisions, derivation and systematisation of new knowledge, questionnaire method, observation, experiment, and statistical analysis of the obtained data.Results and scientific novelty. Empirically, the authors have determined and formulated the pedagogical conditions for constructing the professional identity of pre-service foreign language teachers. There has been developed and tested the pedagogical technology that proved its effectiveness in ensuring the formation of students’ professional identity till the status of achievement, the development of three components of professional identity (cognitive, emotional, and behavioural), and the correspondent professional and personal qualities and skills.Practical significance. The materials of the study may form the basis for further advances in scientific investigations and bring advantages in psychological coaching during professional evolution of students and experienced foreign language teachers, who need to resolve difficulties associated with professional identity. The developed course on constructing the professional identity of pre-service foreign language teachers can be put into university educational process as part of training methods courses, student teaching placement, tutorial sessions, extracurricular activities on pedagogical excellence, qualification upgrade courses for experienced teachers and educators, methodical seminars, workshops, round tables, as well as into the process of handling the crisis conditions and professional burnout. This course can be included into the university curriculum as a special discipline to prepare teachers both of foreign language and of other school subjects.

Introduction: the article analyzes dissertation research on the problem of forming the communicative culture of cadets when receiving higher education. Purpose: based on the analysis of recent dissertation research (Pedagogy) on the problem of forming communicative culture of cadets studying at institutions of law enforcement and military orientation, to define key approaches to the development of the personality of a future specialist in this direction. Methods: theoretical, theoretical and applied qualitative analysis, generalization, comparative method. Results: the analysis of dissertation research reveals key pedagogical conditions for the development of the cadets’ communicative culture. In addition, the most important and effective forms and methods of working with cadets, theoretical positions of justification of educational programs are determined. Conclusions: the communicative culture of a future officer, compliance with the norms of ethics of business communication, principles of dialogical communication, and orientation to the highest universal values boost effectiveness of professional training. The formation of the interethnic communication culture of cadets presupposes development of a respectful attitude towards all communication and interaction participants, regardless of their nationality. This attitude should be based on the principles of dialogical communication, constructive business interaction, free from the influence of cultural and ethnic stereotypes, taking into account the specifics of customs and traditions of representatives of different nationalities and cultures. The assessment by a future specialist of his/her own activity, his/her behavior, taking into account aesthetic criteria, serves as the basis for the development of the ability to choose behaviors, styles of professional activity that correspond to the best national traditions, according to the laws of harmony and beauty.

Introduction. The rapidly growing pace of updating the content of education, informatisation and humanisation of the learning process are also changing the approaches to organising the educational activities of students. This problem became especially acute during the 2020 COVID-19 pandemic, when general education schools began to massively switch to distance learning.Aim. The research aims to analyse the effectiveness of the pedagogical conditions for the formation of educational and research activities of students in schools in Kazakhstan during the pandemic.Methodology and research methods. To achieve this goal, the authors conducted an experimental study, which involved 196 students and 20 teachers of secondary schools of the Altai district of the East Kazakhstan region of the Republic of Kazakhstan. The research methodological framework is based on the following approaches: personality-oriented and activity-based (B .G. Ananiev, L. S. Vygotsky, S. L. Rubinshtein), systemic (V. G. Afanasiev, V. N. Sadovsky, E. G. Yudin) and axiological (K. A. Abulkhanova, A. G. Asmolov, A. A. Derkach). The leading theoretical research methods were the analysis of psychological and pedagogical literature, advanced pedagogical experience, dissertations and scientific research. The main empirical research methods were a pedagogical experiment, survey and observation. Diagnostic and statistical methods were used to evaluate the results of the study.Results. The pedagogical conditions for the formation of educational and research activities of students are determined (complex use of methods for solving educational and research problems; creation of problem situations; application of the project method; use of means for the development of critical thinking (special questions, situation analysis, reflective essay); organisation of students’ activities at the lesson in the following order: joint activity → independent activity and independent activity → joint activity, organisation of special intellectual games, study of special courses). Motivational, cognitive, activity and personal components of educational and research activities were identified. The authors presented the analysis of the results of the experimental study (the increase in the level of development of motivational, cognitive, activity and personal components of educational and research activities). The criteria for evaluating the effectiveness of the process of formation of educational and research activities of students were formulated. The criteria for evaluating the motivational component were determined as the leading motives of learning: from external and social to cognitive motives. The criteria for evaluating the cognitive component determined students’ understanding of the text of the educational and research task, as well as understanding the issue, the correct and rational way of solving it. The criteria for evaluating the activity component were the skills and abilities of students acquired as a result of educational and research activities. The criteria for assessing the development of the personal component determined the ratio of the levels of self-regulation, self-organisation, self-education and self-development of students.Scientific novelty. The pedagogical conditions for the formation of educational and research activities have been identified, theoretically substantiated, and their effectiveness during the pandemic period has been proven.Practical significance. The research results are interdisciplinary in nature and can be used to organise the learning process among students in grades 5–11 of general education schools, as well as to improve teacher methodology training.

The article discusses the nature of bilingualism and the peculiarities of the speech development of bilingual children. There are represented a pedagogical conditions conducive to the effective organization of educational process in bilingual children. These conditions are associated with the peculiarities of speech development in bilinguals and include consideration of specific interaction of teacher and child bilingual, individualization, inclusion, and multicultural approach in it training and education, age-appropriate and organizational-methodical support of educational process.

The article shows the problems of student's self-education competence formation; presents the understanding of the category of self-education and self-education competence, and competence structure of self-education. Special attention is paid to the nature of the process of self-education's competence formation and its stages; shown the complex ofpedagogical conditions offormation of this competence.

The article presents a theoretical analysis and empirical study of the professional motivation formation among students. The essence of professional motivation is shown and its components - cognitive, affective and conative - are described. The conditions of its formation associated with the components of professional motivation, content and organization of the learning process of students. The results of empirical research on the formation ofprofessional motivation of students are described: the hypothesis, scheme and results of the forming influence are presented. It is proved that the creation of special conditions contributes to the formation of professional motivation of students.

The subject of the research is the organizational and pedagogical conditions of formation of the readiness of future specialists in the service sector in professional activities. The purpose of the research is the organizational and pedagogical conditions that contribute to the formation of the readiness of future service professional of dialogue communication in their professional activities are determined in it. Research methods. The complex of scientific methods and approaches are used: systemically, comparative, factorial, which made it possible to realize the conceptual unity of the research. The result of the work. The communication is an important of socio-psychological aspect of any activity, because as in process and only through communication, it is the true essence is revealed personality is proved in it. It was found that the readiness for dialogue communication is integrative quality of the personality of the professional (specialist of service sector), which consists in the active formation of the necessary theoretical knowledge, practical skills and abilities and provides the effectiveness of the formation of dialogue communication. In the structure of readiness of future specialists of service sector highlighted of motivational (positive attitude and interest to the professional communication), cognitive (theoretical knowledge about the essence and features of dialogue communication), communicative (possession of a specialist of communicative competence, which provides communicative, linguistic, professional skills) components that served as a basis for defining of criteria, indicators, levels formation of readiness of future specialists of service sector. Field of using result. The results obtained create a theoretical basis of activation of practical teaching of dialogue communication of future specialists of service sector. Conclusions. The highlighted of organizational and pedagogical conditions are sufficient and capable of ensuring the successful formation of their readiness of future specialists of service sector to dialogue communication in their professional activities. To improve of the level of language and professional culture, future specialists of service sector should constantly work on themselves; consciously and responsibly treat their professional and speech activities of social importance. The combination of different activities of future specialists of service sector is the integration such kinds of activities as educational-speech, communicative and tourist, its complement each other, mutually reinforce, interpenetrate each other and thus create conditions for the formation of readiness for dialogic communication.

The article presents the results of a study ofpedagogical conditions that contribute to the formation of a favorable socio-psychological climate in the military collective of conscripted servicemen in the modern Armed Forces of the Russian Federation. The author notes the relevance of the search for new solutions in the creation of a favorable climate in the team, which is one of the necessary conditions for the effective activities of the units and the professional success of each soldier individually. The formation of a favorable climate in the military team is a purposeful, organized, systematic and consistent activity of the leadership. Based on the characteristics of the environment and the nature of army groups, pedagogical conditions of formation of the climate consists of three blocks: organizational, psychological and pedagogical and technological.

The article defines the basics of theorizing the possibilities of using professional support for the individual in the system of continuous education The basics of theorization of the concept of «professional support of a person» in classical pedagogy (broad, narrow, local meanings) and innovative pedagogy (system-activity, dialectical-synergetic, adaptive-productive, creative-productive meanings) are highlighted. The models of professional support of the individual in the system of continuous education have been determined. The functions ofprofessional support of the individual in the system of continuous education are highlighted. Ideas ofprofessional support of an individual in the system of continuous education are theorized. The principles of professional support of the individual in the system of continuous education are grounded. The tendencies of the use ofprofessional support for the individual in the system of continuous education are revealed. The pedagogical conditions for ensuring the quality ofprofessional support for the individual in the system of continuous education have been clarified. The possibilities are generalized and the prospects for the use of professional support for the individual in the system of continuous education are constructed.

The article defines the foundations and products of theorization of quality management of professional development of a personality in a sports organization. The features of the professional development of the personality of a trainer, an instructor-methodologist, an athlete in a sports organization are revealed. The concepts of «quality management of a person's professional development», «quality management of a person'sprofessional development in a sports organization)} are highlighted and refined. The use of adaptive-productive and creative-productive approaches in work with athletes and employees of a sports organization has been substantiated. Models of quality management of professional formation of a personality in a similar organization have been determined The functions of quality management of the professional formation of a personality are highlighted. The principles of the quality management of professional development of a personality in a sports organization are theorized. The pedagogical conditions for ensuring the effectiveness of the process of the quality management of the professional formation of a personality are systematically generalized.

The article defines the foundations of theorization the success of productive personality formation in a broad, narrow and local sense that characterizes a pedagogical phenomenon from the perspective of an objective scientific search, understanding the quality of the phenomenon being studied, systematizing, theorization and epistemological-semantic, system-functional and productive-creative interpretation of data. A typology of success models ofproductive personality formation in a system of continuing education is presented, concepts and functions of theorization the success of productive personality formation in a continuing education system are clariied, principles of theorization of successful productive personality development in a continuing education system are highlighted, the possibilities of choosing methods and creating technology for theorization the success of productive personality formation are detailed in the system of continuing education, the tendencies of theorization success productive personality formation in the system of continuous education, pedagogical conditions are formulated to improve the quality of productive formation of the person in system of continuous education, disclosed prospects for future work.

The article reflects the peculiarities of the formulation of the problem of theorization of didactic and scientific knowledge, discloses the fundamentals of theorization as a technology and construct for the development ofpersonality in the system of continuous education. The definitions of the notion "theorizing" in the traditional scientific and pedagogical search (broad, narrow, local meanings) and innovative search (humanistic, health-saving, unified, synergistic, adaptive-productive meanings) are highlighted and systemically presented. The distinguished meanings of the refinement and regulation of the quality of setting and solving the tasks of pedagogical theorization allow at various levels of pedagogical design to refine all nominated components of a scientiic search that guarantees individuals and society the successful construction of relationships and the allocation of realizable activities that created the personality and noospheres in genuine meanings and constructs of self-organization and self-preservation. The epistemological and semantic meaning of the term "age-like theorization" has been deined and clariied. The functions of theorization, theorization models, theorization levels, theorization principles, theorization forms, theorization constructs, pedagogical theorization constructors, pedagogical conditions for improving the quality ofpersonality development in the system of lifelong education using the opportunities of theorization as a technology and construct of scientiic and pedagogical activity are presented and explained.

The article presents a description of the possibilities of determination and visualization of the foundations of the formation of a culture of personality activity. The speciicity of the description of the possibilities of pedagogical modeling in clarifying the concept of "culture of personality activity" is determined by traditional and innovative pedagogical constructs facilitating the understanding of the importance of the system of continuous education and personality development in the field of meanings and perspectives of activity, culture, education, science, art, etc. The outlined features of the determination of the culture of the individual's activity as a product of modern lifelong education have determined the principles, methods, forms, means, technologies, pedagogical conditions for optimizing the quality of the formation of the culture of the individual's activities in the system of continuing education. The scientiic substantiation of the importance of using pedagogical modeling in clarifying and solving the problems of modern pedagogy has determined the prospects for identifying and solving the problems ofpersonality development in the context of shaping the culture ofpersonality activity in the system of continuous education.

The article defines the historical and pedagogical, epistemological and didactic, value-semantic, functional-labor and system-activity foundations of a comparative analysis. The theoretical analysis of comparative analysis is carried out in two planes - the receipt, refinement, formation, systematization, transformation, application, updating of didactic and scientific-pedagogical knowledge. The possibilities of comparative analysis are revealed through reined deinitions, models for implementing the ideas of comparative analysis, the functions of comparative analysis, the principles of improving the quality of using comparative analysis in the system of continuing education, the trends in the use of comparative analysis in the scientiic and pedagogical activity of teachers and scientiic and pedagogical workers, pedagogical conditions for increasing popularity and the effectiveness of using comparative analysis in the work of educators continuous education.

The article describes the specifics and possibilities offorming a culture of independent work of College students reflect in modern pedagogical practice qualitative models of solving problems of development, socialization and self-realization of the individual in the hierarchy of detailed contradictions and problems of modern personalized and anthropologically determined choice ("I want, I can, I must, I have"). The theory and practice of modern General, professional and continuing education attaches great importance to General educational methods and models, forms and principles, designs and technologies of activities that guarantee the individual during the period of age-like development and self-realization providing appropriate conditions for the selection and optimization of the quality of solutions to the problems of cooperation and self-affirmation. A clear statement of the problem ofpersonal development of students in the structure of secondary vocational education ensures the success of the formation ofpriorities and the foundations ofproductive formation ofpersonality and multicultural orientation of the individual in the changes taking place in the anthroposphere. The success of solving the problem of forming a culture of independent work of College students can be illustrated at various levels ofproductive formation and choice of the student's personality College.

The article highlights and theorizes the foundations of quality management of productive age-appropriate development of a person in the system of lifelong education. The concept and models of quality management ofproductive age-appropriate development of a personality in the system of lifelong education have been clarified. The functions, principles, priorities, values and tendencies of management and quality assurance of the productive age-appropriate development of the personality in the system of lifelong education have been determined. The possibilities of using ideas and approaches of classical and innovative pedagogy in theorization and clariication of the quality of productive age-appropriate development of a personality in the system of lifelong education are revealed and scientifically substantiated. The possibilities of modeling the technology of productive age-appropriate development of a personality in the system of continuous education, taking into account the orientation of the professional training of the individual and the level ofprofessional education (SPE, VO, DPO), have been determined. The pedagogical conditions for optimizing the possibilities of managing the quality of the productive age-appropriate development of the individual in the system of lifelong education are identiied.

The article deals with the problems of preparation for social entrepreneurship. The main characteristics of social entrepreneurship are analyzed: the combination of elements of the commercial and non-commercial sector, the variety of types of socio-economic values generated by social entrepreneurs, the innovative orientation of the activities of social enterprises. The criteria of social entrepreneurship are also highlighted. Taking into account the considered characteristics and criteria, the essence and structure of social and entrepreneurial competence are revealed. Based on the study of the features of the organization of training in social entrepreneurship in the higher education system, the pedagogical conditions for the formation of socio-pedagogical competence are formulated.

The article is devoted to the study of powerful effective tools that can have an effective impact on the level of health of students in all its aspects. These tools can increase the role and signiicance of the physical culture of the individual, as well as develop the foundations of modern physical education, which in the conditions of its renewal is becoming an increasingly acute objective necessity. The formation of a healthy lifestyle for student youth consists in maintaining and strengthening health and can be successfully solved only if a unified holistic system of physical education is created in the country, which in its basis will be focused on health-saving technologies.

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The basic problem of the visually impaired students’ integration into different spheres of public life through educational practices is considered in this scientific article. The purpose of the work is designing of specially organized pedagogical conditions for disabled students’ involvement into extracurricular activities. Key issues of the maintain of the school extracurricular activities are identified, basic examples of school activities in the frame of Federal State Educational Standards are presented. Special pedagogical conditions are usually identified after having studied the students’ readiness for creative activity, their participation in the school events, after having penetrated into the students’ problems and preferences. The article involves results of the research held on a bias of Grot boarding school. 215 students of the 5th–12th grades participated. These special conditions should help to the involvement of the disabled students into educational process, the main goal of which is upbringing of a harmoniously developed and socially responsible person. A set of the best pedagogical conditions is proposed in the article. The development of mixed aged communities at school and providing pedagogical assistance in their productive work is analyzed. The content of the school community activities is often connected with the solution of the participants’ personally important problems. There’s sense in the students’ being involved into working out and discussing a plan of extracurricular activities, it’s vitally important to support and initiate their ideas. It’s necessary to make a spectrum of different methods of education work wider and to involve students to design them. Development of the teachers’ professional competence and building relationships with the students on a bias of human values are urgent for the successful solution of educators’ tasks. The article concludes that the proposed set of pedagogical conditions will contribute to the successful socialization of schoolchildren and the development of their life competencies.

The article presents theoretical analysis of the phenomenon of self-organization and its definition and introduces the structural-functional model of pedagogical support for increasing the level of students’ self-organization. It was developed due to the fact that students have well-developed skills of self-organization, since they need to cope with a large amount of autonomous work, and university graduates, since they are required to solve professional problems effectively. The purpose of the study is justification of the content of the model blocks. The hypothesis of the study is that the implementation of the model will provide an increase in the level of students’ self-organization. The model includes the purpose, approaches, principles of teaching, pedagogical conditions, description of teacher and students’ activities, methods, forms and means used in the educational process. The model has criteria, indicators and levels of self-organization as well. The author provides justification for the application of these approaches and principles of teaching, explains the need to create certain pedagogical conditions. Work on increasing the level of students’ self-organization consists of a theoretical and practical part, which correspond to the preparatory and main stages of pedagogical support. Thus, the practical part of the work includes students’ project activities aimed at compiling a textbook, which serves as a basis for training self-organization skills. The control and correction stage is connected with determining the achieved level of self-organization on the basis of its criteria and their indicators. We highlighted and gave a description of three levels of self-organization. The result of the analysis is that students’ level of self-organization becomes higher.

Охарактеризован выбор и описываемый процесс изучения и системного обобщения возможностей теоретизации и педагогического моделирования в профессиональной деятельности учителя и научно-педагогического работника. Анализируются общие, частно-предметные и частно-специальные составляющие педагогического моделирования, дидактической и научной теоретизации, представленное и системно уточненное в теории профессионального и педагогического знания направление служит основой для эффективного уточнения, коррекции и управления качеством решения задач развития личности в возрастообразной деятельности. В педагогической науке и практике выбор методов и технологий научной теоретизации и педагогического моделирования обусловлен развитием личности и общества, своевременностью уточнения условий научного поиска и уровнем решения задач обеспечения продуктивности и конкурентоспособности в профессионально-образовательных отношениях, данная возможность на базовом уровне теоретизации раскрыта через детерминацию основных понятий (теоретизация, педагогическое моделирование), выделение изучаемых и описываемых составляющих основных понятий (функции, принципы), отображение продуктов, связанных с осуществляемыми в профессиональной деятельности процессами (типология моделей, педагогические условия). Представлены системно теоретизируемые основы, перспективы и результаты создания нового дидактического и нового научного знания методом педагогического моделирования, уточнение и практико-ориентированное построение которых отражено в описании целостного понимания значимости выделенного направления научного поиска и научной деятельности. Специфика научного поиска и продуктов исследования отражена и раскрыта через методологическое решение научно-педагогических задач (использование адаптивно-продуктивного, репродуктивно-продуктивного, креативно-продуктивного подходов). Целостность и объективность теоретизации и педагогического моделирования в профессиональной деятельности учителя и научно-педагогического работника проиллюстрирована в нелинейном, согласованном использовании составляющих классической и инновационной педагогики (целеполагание, функциональная гибкость, продуктивная устойчивость, смыслообразование, точность, современность обновления генерируемых и реализуемых возможностей профессиональной деятельности).

Введение. Подготовка обучающихся к участию в соревновательных мероприятиях Junior Skills – актуальная задача современного образования. Особенностью процесса обучения робототехнике, электронике и инженерно-техническому творчеству является деятельность, основанная на практическом выполнении задач. Практический подход к профессиональному самоопределению отлично представлен через мероприятия движения World Skills Junior. Остается открытым вопрос об определении эффективности используемых организационных форм – очного и дистанционного обучения. Важно учитывать особенности, сильные и слабые стороны каждого формата взаимодействия для эффективного обеспечения непрерывности образовательной линии и процесса самоопределения обучающихся в условиях непредсказуемости современности. Цель – определение педагогических условий формирования необходимых практических навыков у обучающихся при подготовке к соревнованиям Junior Skills через очную и дистанционную формы взаимодействия. Материал и методы. С 2018 по 2020 г. на базе Детского центра образовательной робототехники Томского государственного педагогического университета и Курлекской средней общеобразовательной школы Томского района реализованы программы подготовки к соревнованиям Junior Skills. Подготовку прошли 75 обучающихся 3–6-х классов и 58 обучающихся 9–11-х классов. В исследовании были реализованы методы сравнительно-сопоставительного анализа, моделирования, наблюдение и опросные методы. Результаты и обсуждение. В ходе проведения опытно-экспериментальной работы разработана и апробирована модель дистанционного формата реализации образовательной программы по подготовке обучающихся к соревнованиям профессионального мастерства уровня Junior Skills Russia, а также серия заданий по формированию первичных самостоятельных практико-ориентированных проб (по профилям робототехника, программирование, моделирование, электроника). Заключение. Дистанционная форма образовательной программы добавляет в общий перечень мер подготовки к соревнованиям профессионального мастерства дополнительный опыт тренировки самоконтроля, выводит обучающихся из зоны комфорта и помогает научиться контролировать свой уровень стресса при работе в нестандартных условиях, дает возможность принимать ответственность за свои действия и позволяет самоопределиться с дальнейшим профессиональным профилем.

The article studies the pedagogical conditions for the formation of the artistic and aesthetic mindset of future artists in the process of professional training. The meaning of the concept ‘condition’ in philosophical, psychological and pedagogical dictionaries is considered. Based on the analysis of scientific approaches to the interpretation of the concept of ‘pedagogical condition’, the pedagogical conditions for the formation of artistic and aesthetic mindset of would-be artists are determined. We define them as a holistic interconnected set of activities specially created within the educational process, which provides motivation for students to artistic and creative activities and increases the level of formation of the components of artistic and aesthetic mindset. The set of pedagogical conditions is substantiated. It is aimed at motivating students to perform artistic and creative activities and increasing the level of formation of the components of artistic and aesthetic mindset. These include: 1) creating a comfortable artistic and creative environment in the educational process; 2) the interaction of the content of professional disciplines with the subjects of socio-humanitarian cycles, aimed at forming components of the artistic and aesthetic mindset of artists; 3) involvement of students in extracurricular artistic and creative activities by activating internal motivation through external stimulation; 4) ensuring the priority of practical activities in solving artistic problems through the study of nature in terms of ‘plein air’. The first pedagogical condition is considered in two aspects: artistic and creative environment as a system of favorable external (physical) circumstances and professional interaction between the teacher and the students. The second pedagogical condition reveals the thematic content of the subjects of the social-humanitarian cycle, which should be professionally oriented and organically connected with the specialty 023 ‘Fine arts, decorative arts, restoration’. The third pedagogical condition reveals the need to motivate students on which depends any activity. And the fourth condition explains the need to lay a solid foundation of professional knowledge and skills by means of plein air painting

The professional activities of a music teacher are very diverse and diverse. Therefore, there is an urgent problem of creating unique methods of preparing students for future musical and pedagogical activities. In particular, the creation of the necessary conditions such as the presence of system-integrative connections, the formation of methodological competence among students, the development of a broad methodological environment as the basis for students to master the complex of methods of musical training and education in order to organize various types of musical activity of students. It should also be taken into account that the process of methodological preparation as an integrated system of relations between teachers and students is carried out under the influence of many factors, each of which plays a specific role, determined by its content and orientation of the impact. A promising way to introduce future teacher-musicians into the training process is the following principles: systemicity, integrativity, determinism, emergence, interaction between a pedagogical university and a school, and the like.

The article is devoted to the analysis of results of experimental research of professional development of future teachers of technical education and technologies in the process of independent work. The dynamics of levels of professional development after the formative stage of experimental research is shown.

The study is devoted to the actual problem of training and professional self-improvement of future specialists in computer technologies in institutions of higher education. An analysis of pedagogical conditions for the professional self-improvement of future computer technology specialists, which contribute to the formation of the readiness of future computer technology specialists for professional activity, was carried out, the essence of the concept of «Pedagogical conditions» was clarified. The work considers pedagogical strategies, aspects and approaches aimed at developing the competencies of future specialists, including technical, communicative, analytical and creative skills. The structural components, criteria, methods, means, and approaches are determined, the methodological approaches of forming the readiness of future computer technology specialists for professional self-improvement are substantiated. The results of the study can contribute to the improvement of educational programs, methods and approaches in the training of future specialists in computer technologies that meet the requirements of the labor market and the technological challenges of today.

Introduction. The article deals with the problem of the development of an aesthetic orientation to the professional activity of a preschool teacher. The federal state educational standard of preschool education in the field of aesthetic education and child development and the continuity of the process of aesthetic professional development of teachers substantiates the need for its formation.Materials and Methods. The authors used methods of analysis, systematization and generalization of scientific literature on the problem of research, experimental study of the formation of the aesthetic orientation of teachers of preschool educational organizations. The purpose of the article is to substantiate the methodological support of teachers of a preschool educational organization in the development of aesthetically oriented professional activities.Results. The authors define the aesthetic orientation of a preschool teacher as a complex of components, including aesthetic feelings, aesthetic cognition and knowledge, aesthetic activity, experience and behavior, and aesthetic assessment. There are the results of studying the aesthetic orientation of teachers of preschool educational organizations in Nizhny Novgorod. There is a complex of pedagogical conditions, implemented on the basis of a socio-cultural approach and the principles of cultural conformity, subjectivity, humanization, aesthetics, and creativity. The authors consider a workshop as the main form of methodological support for teachers in the formation of an aesthetic orientation. The content of six workshops has been developed that contribute to the development of aesthetic education, aesthetic upbringing, the formation of the experience of aesthetically oriented activities and aesthetic creativity, as well as the development of the ability to evaluate the phenomena of the surrounding world from the point of view of aesthetics and formulate the correct aesthetic judgment.Discussion and Conclusions. The authors emphasize the need for purposeful design of active methods of methodological support of teachers for the development of aesthetic knowledge, aesthetic sensitivity to the surrounding reality and art, the organization of a multicultural professional educational space, as well as the effective solution of the problems of aesthetic education and upbringing of preschoolers in interaction with parents. As a prospect for further research, the authors indicate the development of a model of aesthetic development in the general management system for the professional development of preschool teachers.

Введение. Проведен анализ понятий «условие» и «педагогические условия», выявлены и обоснованы педагогические условия воспитания гражданских качеств подростков средствами ВФСК ГТО с учетом выделенных компонентов гражданских качеств подростков. Цель – выявить педагогические условия воспитания гражданских качеств подростков средствами комплекса ГТО. Материал и методы. Материалом исследования послужили теоретические и эмпирические исследования, посвященные гражданскому воспитанию и педагогическим условиям воспитания. Анализ исследований помог уточнить ряд педагогических терминов и теоретически обосновать выявленные педагогические условия. Результаты и обсуждение. Термин «условие» является общенаучным, однако в зависимости от отрасли научного знания рассматривается с разных позиций (философской, психологической, педагогической), в этой связи «педагогические условия» трактуются учеными по-разному, однако функция педагогических условий остается неизменной – влияние на развитие, обучение и воспитание личности. Учитывая тот факт, что педагогические условия являются специально созданными, предлагается рассматривать их с точки зрения повышения эффективности процесса развития, воспитания и обучения личности. Педагогические условия, направленные на повышение эффективности процесса воспитания гражданских качеств подростков средствами комплекса ГТО, делятся на три группы с учетом выделенных компонентов воспитания гражданских качеств подростков: первая группа – это педагогические условия, которые отражают характеристику аксиологического компонента воспитания гражданских качеств подростков средствами комплекса ГТО; вторая группа – педагогические условия, отражающие характеристику когнитивного компонента воспитания гражданских качеств подростков средствами комплекса ГТО; третья группа – педагогические условия, которые отражают характеристику деятельностного компонента воспитания гражданских качеств подростков средствами комплекса ГТО. Заключение. Анализ научно-методической литературы по проблеме воспитания гражданских качеств подростков показал, что для повышения эффективности достижения поставленной педагогической цели обязательным фактором является создание конкретных педагогических условий, позволяющих в полной мере реализовать модель воспитания гражданских качеств подростков средствами комплекса ГТО.

In article difficult and many-sided questions of increase of motivation, development of interest to subjects on professional work at students are considered.

This article is devoted to the study of the issue of pedagogical conditions of the formation of professional competence of future officers of rocket and artillery ordnance. Scientific research done by educators-researchers on organization of military training at higher military educational institutions has been analyzed. It has been pointed out that effective influence on the formation of professional competence of future officers of rocket and artillery ordnance is exerted by the following pedagogical conditions: increase of motivation in the process of formation of readiness for professional activities; integration of general and special knowledge in the professional competence of future officers of rocket and artillery ordnance; formation of skills of combat response of future officers of rocket and artillery ordnance; increase of professional competence of scientific and pedagogical workers of military-vocational training disciplines. The pedagogical condition for raising the level of motivation for professional activity involves the readiness of future officers to be engaged in operational and combat activities and depends on the motivational sphere of military specialists and the degree of formation of their orientations at professional activities. The Implementation of the pedagogical condition of integration of general and special knowledge of professional competence of future officers is manifested by the formation of professional competence of military specialists on the basis of the integration approach. The pedagogical condition for the formation of combat response skills of future officers of rocket and artillery ordnance is based on the problem of combat response of future officers in the course of their professional activities, in particular during the operation of the united forces in the eastern regions of Ukraine. The implementation of pedagogical condition for increasing the professional competence of scientific and pedagogical workers depends on the level of their competence. Professionalism of scientific and pedagogical workers of higher military educational institutions is manifested in the ability to see and form educational and service tasks on the basis of analysis of difficult conditions of a combat situation on a different terrain day and night, unplanned use of different techniques and methods of action, and find the best ways to solve them. The current issue of the system of higher military education is to increase the level of readiness of scientific and pedagogical workers for innovation, research activities and creative development of high-tech weapons and equipment, the exploitation of which is impossible without the use of information and communication technologies. The general condition that promotes the development of all components in training of future officers of rocket and artillery ordnance is the implementation of a pedagogical system for the formation of professional competence of cadets at higher military education institutions. It involves the preparation of officers of rocket and artillery ordnance, various trainings on their readiness to use information and communication technologies in their professional activities, introduction of special courses to ensure control over the development of this process and its subsequent correction, etc.

Introduction. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker reveal the possibilities and prospects of including a person in the process of scientific knowledge, scientific research, research activities in the system of lifelong education and pedagogical science in general. The problem of using scientific theorization and pedagogical modeling in solving problems of determination and clarification of pedagogical conditions in the professional activity of a scientific and pedagogical worker is integrated, its solution is important from the standpoint of integrity and uniqueness, the relevance and prospects of the new scientific knowledge obtained in pedagogy as a science.Materials and Methods. In the structure of the determined scientific search, theoretical and empirical research methods were involved: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization, study of the work of teachers and student teachers, trainers and leaders, the registration method, the scaling method, methods of mathematical statistics. The foundations of scientific theorization were implemented in the context of the ideas of traditional pedagogical methodology (broad, narrow, local meanings), as well as innovative pedagogical methodology (adaptive-productive meaning, functional-labor meaning, epistemological-synergetic meaning).Results. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker is revealed through the possibilities of classical (traditional) and innovative pedagogy. The prospects for generalization and unification of the use of pedagogical conditions in the professional activity of a scientific and pedagogical worker are determined by the conditions for the development and correctness of the use of the foundations of scientific knowledge, scientific research and scientific and pedagogical research. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker makes it possible to improve the quality of solving problems of scientific research and professional pedagogical activity. Pedagogical conditions are a model for optimizing the quality of presentation and solving problems and problems of scientific research and scientific and pedagogical activity. Pedagogical conditions are determined by a system of provisions (models) and are used in scientific theorization and proving of various opportunities for improving the quality of professional and pedagogical activity. The system of lifelong education reveals the direction of the processes of theorizing and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker.Discussion and Conclusions. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker reveals the prospects of ideas for creating a new didactic and professional pedagogical knowledge in the context of flexible management of the possibilities of using pedagogical modeling and scientific theorization. The quality of the use of scientific theorization and pedagogical modeling in the determination and clarification of pedagogical conditions in the professional activity of a scientific and pedagogical worker is determined in the ideas and constructs of classical and innovative pedagogy.

Introduction. The authors point to the relevance of the problem of the legal competence development of a teacher in the sphere of preschool legal education. The requirements determined by the Federal State Educational Standards of Preschool Education in the field of legal education and social training of the child indicate the need for its development.Materials and Methods. The authors used methods of analysis, systematization and generalization of scientific literature according to the research problem, experimental research of the development level of a preschool teacher's legal competence. The purpose of the article is to develop a model for the development of legal competence of a preschool teacher.Results. The authors understand legal competence of a preschool teacher as a complex of components (value-motivational, content-legal, functional-activity, reflexive-evaluative), the formation of which ensures a more effective organization of work on legal education of pupils. The authors distinguish three levels of its formation (high, medium, low) and characterize them. There are results of studying the level of formation of the legal competence of a preschool teacher.The authors have developed a model for the development of legal competence of a preschool teacher, focused on the modern values of the preschool education system, the continuity of the teacher's personal and professional development, the formation of his legal attitudes, methods of professional and legal activity. There are the pedagogical conditions for its realization. There are examples of recommended forms and methods of developing the legal competence of a preschool teacher in a preschool educational organization.Discussion and Conclusions. The authors emphasize the need to develop the legal competence of a preschool teacher as a component of their professional competence. Its high level of formation is the basis for the formation of the legal competence of pupils. As a prospect for further research, the authors designate the approbation of the model for the development of legal competence of a preschool teacher and the verification of the pedagogical conditions for its implementation in the conditions of a preschool educational organization.

Introduction. At the present stage of the development of pedagogical science in the theory and methods of vocational education, the issues of studying the characteristics of the pedagogical process for preparing a modern lawyer remain unresolved, in psychological and pedagogical works there is no unambiguous idea of the nature and structure of the readiness of future lawyers for law-making activities, organizational and methodological issues. Problems of pedagogical stimulation of the formation of readiness of future lawyers for law-making activity are not comprehensively covered.Materials and Methods. The methodological basis of the study are: the activity approach (B.G. Ananyev, V.N. Batishchev, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, A.V. Petrovsky, N.V. Kuzmina, A.M. Novikov, M.S. Kagan and others); A complex approach (A.A. Verbitsky, E.G. Skibitsky); systems approach (I.V. Blauberg, P.C. Anokhin, V.N. Sadovsky, A.I. Uemov, B.G. Yudin, A.M. Novikov, N.V. Kuzmina, A.N. Leontiev, B.F. Lomov, S.L. Rubinstein and others); sign-contextual approach (A.A. Verbitsky, E.A. Sorokoumova, I.A. Zimnyaya, etc.); axiological (value) approach (O.G. Drobnitsky, M.S. Kagan, L.V. Baeva, V.S. Stepin, N.L. Khudyakova, M.S. Yanitsky, A.V. Kiryakova, N.D. Nikandrov et al.).To achieve the goal of research and solve the problems identified in the work, a set of complementary, interconnected and non-contradictory methods of scientific research: have been used a) general scientific methods; b) psychological and pedagogical methods c) practical empirical methods.Results. Pedagogical stimulation is understood as a purposeful, emotional and intellectual subjective process of inducing and activating the potential of students, using methods and means of external psychological and pedagogical influence aimed at achieving the planned result and increasing the efficiency of stimulated law-making activities. Consultation and a training module can be the means of pedagogical stimulation of the formation of the future lawyer’s readiness for law-making activity. The characteristics of the stages of the work and the results obtained are also widely represented.

Introduction. At present in Russian society the problems of professional higher education in the field of physical culture and sports, changes of goals and content of training of trainers in connection with new social tasks are actively discussed: Promotion of a healthy lifestyle of the Russian population, formation of new life values, strategies and attitudes in society, building a course to extend the active life of Russian citizens and improve the health of the younger generation of Russians, development of health of saving technologies for the population, etc. The article justifies the need to develop a new approach to education of students of faculties of physical culture and sports, discusses the need to change educational content and methods of education of future teachers-trainers, formation of pedagogical conditions for professional and personal self-determination and self-development of students.Materials and methods. The article is an analytical review, where an attempt was made to systematize scientific psycho-pedagogical knowledge on the problem of training of the trainer in the system of higher vocational education. The main method of studying the problem of professional training of the teacher - trainer is the method of theoretical analysis of scientific pedagogical and psychological works in the works of domestic authors. It is noted that professional training of the teacher - trainer should be based on certain principles which are justified and disclosed in this article.Results. The content of professional activity of the teacher-trainer is considered and described, professional competences which he should possess as a professional are defined; Content, methods and means of training teachers in physical culture and sports. The results of the survey of students of the Faculty of Physical Culture and Sports of the Nizhny Novgorod State University named after N.I. Lobachevsky concerning their training and obtaining professional knowledge and skills in the psycho-pedagogical field are presented. The necessity to develop a new approach to education of students of faculties of physical culture and sports, the necessity to change educational content and methods of education of future teachers-trainers, formation of pedagogical conditions for professional and personal self-determination and self-development of students is justified.Discussion and Conclusions. The conclusion on the need for further theoretical analysis and synthesis of available scientific research on this problem is justified. On the basis of the results of few psychological studies of domestic authors, the need for further study of the problem of vocational training is proved. teachers-trainers. Prospects for the development of vocational higher education in the field of physical culture and sports have been defined. The conclusion that traditional approaches to training of the trainer-teacher in the system of higher school require revision, and the process of education - meaningful and organizational reform is justified.

The problems of adaptation of childrenmigrants coming to Russia from near and far abroad do not lose their relevance in the context of increasing flows of migration in the world in general. In order to study the adaptation of children coming with their parents, we will highlight one of the important aspects - the introduction of such children in the educational process. In the course of the research, the data of the Department of Migration Accounting for the Astrakhan region were used, classes were attended in general educational institutions, the manuals and educational programs of schools receiving children who do not know Russian as a native language were analyzed. An analysis of the material indicates a methodological deficit for such children, the need to take into account the polyethnic composition of students in the educational standard, according to which the educational process of Russian-speaking schools is organized.

This article discusses the changes characteristic of artistic and expressive means of art of different eras and styles, as one of the complex pedagogical conditions necessary for becoming a creative professional.

In connection with the implementation in recent years of large-scale projects in Russia, in particular the Winter Olympic and Paralympic Games of 2014, student volunteering has become an integral component of higher education. At the IV All-Russian Student Forum in 2011, the President of the Russian Federation Dmitry Medvedev noted that “Today volunteerism is a key theme of the development of our country.” Volunteering remains the key agenda today, including in connection with the preparations for the FIFA-2018 World Cup in Russia. The completed studies (L.E. Sikorskaya, N.V. Cherepanova, S.G. Ekimova, G.G. Borodaeva, I.A. Rudneva, T.N. Arsen’eva, M.V. Pevnaya, V.A. Starodubtsev, P.V. Rodionov, A.F. Kozodaeva, J. Wilson, P.A. Ambarova, R.A. Stebbins) substantiate the high development potential of volunteering. However, the analysis of university practice shows that it is practically not used by students because of the fact that the pedagogical conditions necessary for this are not scientifically grounded and are not being created in universities. The purpose of this article is to justify the conditions for personal and professional growth of students in the context of volunteerism, the development of universal and professional competencies, and civil qualities.

Copyright of Sources of Pedagogical Skills is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sources of Pedagogical Skills is the property of Poltava V.G. Korolenko National Pedagogical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

В настоящее время развитие социального интеллекта будущего учителя – актуальная проблема. Об этом свидетельствуют исследования современных ученых (В. А. Генкина (2000), М. А. Лукичева (2004), Н. А. Макарова (20013) и др.). Целесообразность развития социального интеллекта будущего учителя обусловлена его взаимосвязью с такими понятиями, как «профессионально важные качества», «профессиональные способности» и «профессионализм». Социальный интеллект обеспечивает будущему учителю конкурентоспособность, успешность в профессиональной деятельности и повышение качества образования. Целью исследования являлось изучение особенностей и уровня развития социального интеллекта обучающихся, осваивающих профессию учителя в вузе. По результатам исследования выявлено четыре группы испытуемых с нормальным, среднесильным, среднеслабым и низким социальным интеллектом. Это позволило определить некоторые особенности социального интеллекта у будущих учителей и подтвердить актуальность развития социального интеллекта. Для развития социального интеллекта обучающихся, осваивающих профессию учителя в вузе, предложен комплекс педагогических условий. Предложенные условия могут являться основополагающим компонентом образовательной среды, позволяющим наиболее оптимально сконструировать процесс развития социального интеллекта будущего учителя в вузе.