Relevance. It is caused by the need to understand the priorities of educational policy, pedagogical science and practice in the context of modernization of the Russian education system in the digital age. Goal - to reveal the priorities of educational policy, pedagogical science and practice in the digital age, to identify the maxims of modern pedagogy. Procedure and methods. The research is based on axiological, systemic, culturological and civilizational methodological approaches. Scientific novelty and/or theoretical and/or practical significance. The following maxims of modern pedagogy are defined: “modern pedagogy is, firstly, value-oriented domestic pedagogy in a competitive world, secondly, traditional socially-oriented pedagogy based on scientific schools in the implementation of educational strategies, thirdly, quality-centered pedagogy, fourth, reflective practice-oriented pedagogy, fifth, health-creating pedagogy, sixth, advanced technological pedagogy, seventh, developing pedagogy, coherently reacting to the movement of related sciences. Results. Seven priorities of educational policy, pedagogical science and practice are revealed: traditional values, national identity of the national education system in a competitive world; civic identity, civic and patriotic education of students, the role of scientific schools in the issue of modern education strategy; the quality of general education, training of pedagogical personnel, pedagogical activity of teachers; the union of pedagogical science and educational practice; the health of participants in the educational process; integration of traditional, modern and digital educational technologies; training of scientific and pedagogical personnel and the development of pedagogy in the conditions of convergence of sciences.

Relevance of the research is caused by the need to comprehend the array of pedagogical science and educational practice in terms of the formation of special education in Serbia from a historical perspective. Goal is to reveal the peculiarities of the formation and development of special education in Serbia. Procedure and methods. Observation, experiment, questionnaire, sociometric methods, study of experience and primary sources are used. Results: a historical overview of the formation of special education in Serbia is presented. The socio-cultural foundations of formation and development, the relationship with the socio-economic structure in the country are analyzed, the value orientations of the state and society, the policy towards children with developmental disabilities, legislation in the field of education and human rights, the state of development of inclusion as the basis of education are also studied. Conclusions. A large number of practical issues of creating inclusive educational institutions are being addressed and discussed, this is due to the fact that for a long time in Serbia and other countries, dominated the idea of the need for a differentiated approach to education.

Relevance. The current stage of Russia's development is accompanied by fundamentally new processes in the economic, political, social, spiritual and ideological spheres of public life. In the current socio-cultural situation, the determining role of education in solving the most important task of forming the value consciousness of citizens becomes obvious. In this regard, students are constantly in a state of choice, orientation in the space of public and their own lives. In this process, an important place is occupied by the value self-determination of the individual as selection, individual perception of value by the subject as personal preferences of ideals, norms, standards and other values, building their hierarchy in accordance with subjective preferences, including them in the goals and motives of activity. Goal. To analyze the results of the conducted pedagogical study to identify the preferred (significant) and nonsignificant or insignificant values of school geography as the basis for the value self-determination of students. Procedure and methods. The following theoretical methods were used: system-structural analysis, comparison, generalization of literary sources; as well as the empirical methods: psychological and pedagogical diagnostics, mathematical and statistical methods. The study was carried out in 17 constituent entities of the Russian Federation: 34 secondary educational institutions - an ascertaining experiment, and 28 of them - a formative one. Scientific novelty and/or theoretical and/or practical significance. A system of diagnostic materials was theoretically developed and successfully tested in the practice of methodological education, which allows monitoring the process of value self-determination of students in the process of studying school geography. The experience of organizing and conducting pedagogical research described in the article can be extrapolated to other subject areas. Results. In the course of analyzing theoretical literature and conducting a long-term pedagogical research, it became possible to consider value self-determination through the prism of the internalized values in the structure of students' personality. For the first time, an attempt was made to axiologize school geography by highlighting the system of personally significant values of students, which is formed in the process of organizing classroom and extracurricular activities in the subject. Conclusions. A generic concept for identifying the nature of value self-determination in the process of studying school geography is the values of school geography, which is understood as a system of students' values that is formed in the process of studying school geography and is an essential component of the personality structure. The methodological conditions for the process of value self-determination of students in the process of studying school geography as the basis for the formation of personal educational results are determined and experimentally tested. Based on the results of the pedagogical research, the preferred (significant) and nonsignificant or insignificant values of school geography were identified in the process, illustrating those personal qualities and value orientations that are key in the education of a geographically oriented and literate member of society.

Relevance. Modern multiculturalism of the world and education determines changes in the axiosphere of modern university education - the guarantor of classical university Knowledge and Science (as part of Culture) - in the context of globalization, digitalization, and political multipolarity. Goal. To reveal the essence and features of university students’ ethnic identification and to determine the axiological guidelines of modern university education. Procedure and methods. In the course of the study, the following methods were used: analysis, generalization and systematization; introspection, observation, generalization of independent characteristics; modeling, interpretation of the obtained data. Scientific novelty and/or theoretical and/or practical significance. The results of the study contribute to the development of the axiological foundations of vocational education, theoretical ideas about the ethnic identification of a school student in the educational process of higher education. They also expand knowledge about the features of education in a multi-ethnic environment of basic school education. The tasks of the priority formation of culture-centered education, their value filling with stable landmarks of ethnoculture are determined. The practice-oriented nature of the educational process determines the features of the gradual formation of the student's ethnic identity at all stages of his education, personal development through the development of individual educational potential of personal qualities (duty, patriotism, mutual assistance, citizenship, cooperation). Results. On the basis of culturological, competence-based, systemic, system-activity and research approaches, changes in the axiological guidelines of modern university education are revealed, the features of pedagogical management of the processes of ethnic identification of a student's personality in an educational organization are revealed; activity in the structure of professional competencies of an emerging teacher is characterized and presented as an educational process with a specific goal, content, specifics, technologies and conditions for practical implementation. Conclusions. The value framework of modern university education includes the strategic priorities of traditional ethno-cultural determinants; value groups and focuses of behavior and ccross-cultural interaction in cooperation and dialogue; broad understanding of personal responsibility and individual educational potential of personal qualities; variative potential and fanning of the development of the system of values and formed neoplasms of the personality in the educational organization.

Relevance. The global processes of transition to the digital economy cause the relevance and significance of the process of digitalization of the education system as one of the main priorities of the state policy of the Russian Federation. In this regard, the need for qualified personnel meeting the requirements of the digital economy is also increasing. A special place in this process is given to the training of teaching staff capable of efficiently and productively designing the digital learning process at all levels of education. This problem has not yet found a deep and comprehensive consideration in modern scientific and pedagogical research, which determines the relevance and timeliness of our research. Goal. Based on the results of the study, to assess the level of formation of the motivational and personal component of the digital competence of bachelors in the direction of training "Pedagogical education" Procedure and methods. The following theoretical methods were used in the research: comparative analysis and generalization of literary sources, modeling which resulted in developing a model that includes the conditions, content and procedural aspects of the educational process in the pedagogical university; the empirical methods were: pedagogical observation, pedagogical experiment; the methods of mathematical statistics: the statistical method of “criterion of G-signs” was used to compare the results of qualitative changes. Scientific novelty and/or theoretical and/or practical significance of the research lies in theoretical substantiation of pedagogical conditions for applying the complex of educational tasks in practical classes for students of the pedagogical direction of training. The methodological recommendations on the organization of training sessions with the use of digital technologies developed in this study can be used to improve the professional training of students in the higher education system, special vocational training and basic general education. Results. Based on the results of the implementation of the developed set of educational tasks, the expediency of its use in the training of bachelors of pedagogy has been proved, which ensures the formation of the motivational and personal component of the digital competence of the future teacher and the readiness for professional activity in the digital environment. Conclusions. The use of digital technologies to build an effective educational process requires the teacher to master digital competence, the central place in which is occupied by the motivational and value component, the level of professionalism of the teacher depends on its formation.

Relevance. The formation of social interaction of older preschoolers is an urgent problem, since the degree of formation of communicative abilities affects not only the effectiveness of teaching children, but also the process of their socialization and personality development as a whole. Goal. To analyze the concept of "interaction" and to present a system of measures aimed at the development of social interaction of older preschool children. Procedure and methods. The main content of the study is the analysis of the concept of "interaction" from the point of view of various sciences - pedagogy, psychology, sociology, philosophy. The article provides an analysis of the views of researchers on the issues of social interaction of older preschoolers, as well as a system of measures aimed at the development of social interaction of older preschool children. Scientific novelty and/or theoretical and/or practical significance lie in generalizing theoretical material on the issues of social interaction of older preschoolers. The author summarizes the material on the topic under study, presents games for the development of older preschoolers’ social interaction. The practical part of the study can be used in the work of teachers of preschool educational institutions. Results. The analysis revealed the features of older preschoolers’ social interaction, which are characterized by serious difficulties. The author presented the developed system of events, including games aimed at the development of social interaction of older preschool children. Conclusions. A system of events with the use of special games that ensure the development of social interaction of older preschoolers has been developed and introduced into the practice of a preschool educational institution.

Relevance of the research topic is determined by the need to describe the figurative use of verbs of motion in Russian and Turkish methodically effectively, considering modern achievements in linguodidactics, as well as to disclose the possibility of their adequate translation in the aspect of nationally oriented teaching of Russian as a foreign language. Goal. To classify Russian verbs of motion in their figurative meaning in the "mirror" of the Turkish language, their linguo-didactic description and, on its basis, to compile an effective, methodically expedient system of exercises and tasks for teaching Turks the Russian language. Procedure and methods. The paper proposes a comparative analysis of the secondary semantic functions of verbs of motion in Russian and Turkish. Scientific novelty and/or theoretical and/or practical significance. The results of the study contribute to the theory of comparative historical linguistics and make it possible to create an effective system of exercises and tasks for teaching Russian verbs of motion in a figurative sense for the Turkish audience. Results. The study made it possible to identify similarities and differences in the use of verbs with the semantics of movement in a figurative sense in Russian and Turkish. Conclusions. For effective mastering Russian verbs of motion in their figurative meaning by Turkish students, when compiling a system of exercises and tasks, the comparative component should be strengthened and the language material should be built on similarities and differences between languages.

Relevance. The relevance of the article lies in the fact that it presents a mutually connected system of a teacher’s and students’ activities aimed at increasing the students’ motivation to independent cognitive activity in the foreign language learning process. Goal. To develop a scientifically based system for students’ independent work organizing in the foreign language learning process at the non-linguistic university. To solve this problem the independent work principles are analyzed, the main readiness levels for independent work are determined. The authors propose an optimal set of exercises for different speech activity types to be applied in forming students' readiness for using an individualized strategy for mastering a foreign language. Procedure and methods. The research methods applied were: theoretical analysis of scientific publications; generalization of conceptual approaches to the students’ independent work activation when studying a foreign language; monitoring of students' educational activities in studying a foreign language. Scientific Novelty and/or theoretical and/or practical significance lies in the fact that the research results will allow to further develop the directions for the students' readiness for independent work enhancement when learning a foreign language, to solve the independence problem in educational activities on the foreign languages educational process planning basis, taking into account certain organizational forms and independent work types. Results. The authors of the article have arrived at the conclusion that an integrated approach is necessary to activate the students’ independent cognitive activity, which will contribute to the improvement of foreign languages teaching process. The task of a foreign language teacher at the non-linguistic university is to develop students' strategies for mastering a foreign language and independent educational activity methods in the information and interactive pedagogical technologies attracting conditions to the cognition process forming self-organization and self-learning skills. To solve the problem of successful forming students' readiness for cognitive activity independent organization when learning a foreign language at the non-linguistic university, it is necessary to organize proper interaction between the teacher and students. Conclusions. Since the requirements for the educational process quality in foreign languages have increased at present, students’ independent cognitive activity being its important component, the authors of the article arrived at the conclusion that organizing independent work on learning a foreign language and developing a bank of tasks in accordance with the level of students' readiness for independent work should be implemented in the way motivating students to learn a foreign language and to make decisions in their future professional activity.

Relevance. At the present stage of the transformation of the higher education model, among the general problems there is still the problem of high-quality foreign-language training of the graduate - a specialist in a certain field in the future. In this regard, as well as taking into account the new conditions of macro-social development and the requirements of FGES HE 3 ++, the priority is given to the problem of orienting students to form the foundations and build capacity for the further development of foreign-language communicative competence, which implies a high level of development of productive speech skills. Goal. The goal of this article is to reveal the specifics of the productive foreign language written speech of the undergraduate student and to identify its characteristic features. Procedure and methods. To achieve the goal mentioned, the following research methods were used: general scientific (dialectical, analysis and synthesis, comparisons and analogies, inspection and referencing), special (system, comparative analysis, etc.). Scientific novelty/theoretical and/or practical significance. The article presents the types of written speech that act as a product of reading activities of undergraduate students in non-linguistic areas of training. The practical implementation of the proposed method consists in creating various secondary texts in a foreign language (notes, essays), creative written works (advertising), creative written projects, multimedia presentations. The methodology discussed in the article is tested and can be used in the educational process of higher educational institutions. Results. The authors substantiated the relevance and significance of the topic of research, clarified the essence, features, as well as the methodic and methodological foundations of productive-oriented teaching of foreign-language written speech as one of the effective means of forming a professional foreign language communicative competence of a graduate -a qualified specialist in the future. Conclusions. It was concluded that productive-oriented teaching of written speech is the creation of a new educational product for the student and teacher, in which emotions, their own opinions regarding a particular subject or phenomenon are expressed by combining previously learned language units and structures taking into account new or changed conditions of written communication.

Relevance. The need for scientific development of the problem of complementary indicators is due to the awareness of the professional and pedagogical community of the need to rethink approaches to assessing the quality of general pedagogical training to ensure new educational opportunities and needs of students in the current situation of higher pedagogical education, characterized by the rapidity and scale of transformational trends in its development. Goal. To determine complementary indicators of the quality of general pedagogical training of students mastering the teaching profession at the university. Procedure and methods. Theoretical and methodological analysis of the idea of complementarity of scientific knowledge about pedagogical activity in relation to the problem of indicating the quality of general pedagogical training of students. A survey method for identifying students’ perceptions of pedagogical errors as a complement component that complements prescriptive pedagogical knowledge to the systematic completeness of its scientific reflection in the content of general pedagogical training. Scientific novelty and/or theoretical and/or practical significance. This study contributes to solving the scientific problem of determining complementary indicators of the quality of general pedagogical training of university students. The scientific description and empirical confirmation of the existence of complementary quality indicators leads to a new level of research related to the transformational change of higher pedagogical education in modern conditions. The arsenal of methodological tools for assessing the quality of the process and the results of general pedagogical training of university students is thus expanded. The practical orientation of the results of this scientific development can be traced in their focus on improving the training of future teachers for the competent implementation of the tasks of education of modern schoolchildren. Results. The existence of three groups of complementary indicators of the quality of general pedagogical training of students is revealed: complementarily balanced pedagogical knowledge (hereinafter CBPK); the ability of students to apply CBPK in the process of setting and solving pedagogical tasks; experience in solving pedagogical tasks in a complementary way. A scientific description of these indicators is given. It is proved that they are mandatory to comply with the systematic completeness of the assessment of the quality of the process and the results of general pedagogical training. Empirical data have been obtained confirming the insufficiency of students’ ideas about the phenomenon of pedagogical error, which are formed in the conditions of traditional general pedagogical training. The negative consequences of this insufficiency for the quality of general pedagogical training of future teachers are indicated. The mechanism of complementarity of procedures for indicating the quality of general pedagogical training is revealed, the pedagogical concept of developing a model of general pedagogical training focused on complementary indicators of its quality is substantiated. Conclusions. The empirical data obtained in the course of the study, together with theoretical conclusions, confirm the relevance of the scientific development of the problem of complementary indicators of the quality of general pedagogical training of future teachers and allow us to substantiate the need and features of the formulation of the problem of modeling its complementary transformation

Relevance. Modern Russian society dictates its own requirements for various fields of activity, such as education and medicine. Especially in the context of the pandemic, environmental pollution, the demand for medical services and drugs has increased. Since doctors have a great burden, competent specialists in the field of pharmacy are needed who are able to provide professional advice. However, higher education has not developed a mechanism for the formation of the professional orientation of pharmacists, which does not correspond to state reforms. Goal - to develop a comprehensive model that will be aimed at the professional training of future highly qualified pharmacists who are ready to solve the state and public tasks assigned to them, and find a way out of situations at a high level of professionalism. Procedure and methods. On the basis of scientific research, the article provides a theoretical analysis of the methodological approaches of scientists, methods of studying practice-oriented tasks to this problem. A generalizing model of education is presented, aimed at developing an assessment of the level of formation of a professional orientation towards a future profession among students of the specialty "Pharmacy" (1-5 courses) at TSPU. The main methodological recommendations and a system of measures to create psychological and pedagogical conditions for self-determination of students, a method for diagnosing risks, motivation and values in mastering a profession are proposed. Scientific Novelty and/or theoretical and/or practical significance. The scientific novelty of the research is as follows: the categorical-conceptual apparatus of the study is concretized and clarified: “professional orientation”, “personal orientation”, “self-determination”, “stages of formation of professional orientation”; theories and concepts necessary for the successful formation of the professional orientation of future pharmacists in the educational conditions of the university are substantiated; a dynamic model for the effective formation of students’ professional orientation has been developed and implemented. A practical study of the problem of the professional orientation of pharmaceutical students may be appropriate for increasing knowledge in the field of "Theory and Methods of Vocational Education", training in the pharmaceutical field and other teachers. Results. Based on the results of theoretical and practical work the system of tasks for students of the specialty "Pharmacy" has been modernized, focused on the formation of the professional orientation, which can be used in colleges and universities; diagnostic and research materials (tests, cases, projects, creative tasks, quests) can, with a certain adaptation, be broadcast to various educational organizations to form a professional orientation for students of other specialties. The results of the study can be used for advanced training and professional retraining of pharmacists in additional education. Conclusions. Thus, the content elements of the didactic model have been developed as a system of practice-oriented methods, forms and means of training, which can effectively influence the level of formation of the professional orientation of future pharmacists.

The article presents the results of studying the main motives for professional development of female and male teachers. Relevance. The requirements of the professional standard imply systematic professional development of a teacher. Vocational training centers, universities and educational development institutions, state, municipal and non-state offer various programs for professional development and training of the teaching staff. However, teachers are reluctant to respond to their suggestions and focus primarily on the short-term and low cost of courses. There is a contradiction between the large number of available programs and advanced training courses and the low level of interest in them among teachers. The study of the motives for professional development, in our opinion, will make the content of advanced training courses and the form of their organization be more attractive for the teaching staff. Goal. To identify and reveal the motives for advanced training and professional retraining of teachers-trainees of advanced training courses with teaching experience of no more than 5 years. Procedure and methods. To conduct the study, the methods of questioning, interviewing and conversation were used. Scientific novelty and/or theoretical and/or practical significance. In the course of the experimental work, groups of socio-moral, social and economic motives were identified, as well as motives for choosing the subject and venue of advanced training courses, approval of others et al. Based on the research data, the authors note a higher activity of young teachers in relation to their own professional development. Results. The study revealed a steady increase in self-educational activity, the desire for professional and personal self-realization, career growth among teaching staff. There are no significant differences in the motivation of men and women, however, men have a predominance of socio-moral motives, and female teachers have motives of approval, achievement of status, stability. Conclusions. When choosing the form and selecting the content of advanced training programs, it is necessary to take into account the age and gender characteristics of teachers' motivation for advanced training: advanced training and professional retraining are most attractive for young professionals, mature teachers are more likely to improve their professionalism, obeying the requirements of the head or in connection with the upcoming certification. For female teachers, the most significant motives for professional improvement are socio-moral, for male teachers - social and economic. These differences should be taken into account when building professional development programs, organizing professional retraining.