Relevance of the study is caused by the need to implement the priority of state policy, pedagogical science and practice – the formation of a coherent system of traditional Russian spiritual and moral values among the participants of the educational process, which is possible when implementing a value-oriented approach to managing a general educational organization, including by creating a value-semantic core organizational culture shared by the members of the teaching staff.
Aim of the article is to reveal the features of a value-oriented approach to the formation of the teaching staff of a secondary educational organization and the system of life meanings of a modern teacher.
Methodology. The study is based on the methodology of culturological, axiological, systemic, activity, human-centric, environmental, anticipatory and health-saving approaches. Research methods: system analysis, modeling, methodology “Research of the system of life meanings” by V. Yu. Kotlyakova.
Scientific novelty and/or theoretical and/or practical significance. The features of the value-oriented approach to the formation of the teaching staff of the general educational organization and the system of life meanings of the modern teacher are revealed.
Results. It is determined that a value-oriented approach to the formation of the teaching staff of a secondary educational organization acts as an integrative mechanism that combines a system of cultural, axiological, systemic, activity-based, human-centric, environmental, anticipatory and health-saving approaches. The system of life meanings of a modern teacher is specific depending on the psycho-age characteristics of the teacher.

Relevance of the study is determined by the need to improve pedagogic technologies adapted to the conditions of a particular region, which is determined by the constant renewal of our society and the high educational demands of an individual, regardless of their place of residence. An analysis of the regional characteristics of the system of pedagogic education makes it possible to take an indepth and comprehensive approach to the formation of priority areas for its reform, in the process of implementation of which two trends are combined, consisting, on the one hand, in strengthening the unity and integrity of the system of pedagogic education; on the other hand, in raising the level of independence and complexity of the development of regions in various spheres of socio-cultural life.
Aim. To reveal the general and specific systems of pedagogic education in the Far East of Russia in comparison with the development of the all-Russian system of pedagogic education, which will make it possible to fruitfully use the best examples of regional experience to improve the efficiency of the functioning of educational organizations of pedagogic education in the Far East region.
Methodology. The leading method is the dialectical method of cognition, which involves a theoretical, historical-logical, comparative and system-structural analysis of phenomena and facts. In the process of research, a set of methods of the general theoretical level was used (analysis, synthesis, generalization, comparison, actualization, systematization, extrapolation, etc.); empirical (pedagogic observation, method of expert assessments). The study used the hermeneutic method, which involves the interpretation of texts.
Scientific novelty / theoretical and / or practical significance. The scientific novelty of the study is that it identifies the main trends in the development of the system of pedagogic education in the Far East of Russia in the modern period; theoretically comprehended and analyzed the characteristic features of the formation and development of the system of pedagogic education in the Far East region. The development of the system of teacher education is seen as a process determined by the historical, pedagogic, socio-cultural and natural-climatic regional characteristics, as well as a process that stimulates the socio-economic and cultural development of the region. The carried out analysis of the positive and negative experience of the development of the system of pedagogic education contributes to the improvement of programs, forms, methods of teacher education at the present stage. The results of the study can be used in the educational practice of pedagogic education organizations, in particular, when giving lecture courses and special courses on pedagogy, the history of pedagogy and professional education in the implementation of undergraduate and master’s programs in the direction of “Pedagogic education”.
Results.  The result of this study is an idea of the formation and development of the system of pedagogic education in the Far East of Russia as a consistent process of accumulating scientific and pedagogic knowledge and experience, taking into account both the specific features of this region and the preservation of the fundamental foundations of the system of pedagogic education in Russia. Throughout the history of its development, the system of pedagogic education has adapted to the special socio-cultural, geographical and climatic conditions of the Far East region. The development of pedagogic education took place in a multi-ethnic and multi-cultural space, with a significant remoteness of the region from the federal center, as well as in harsh climatic conditions.
Conclusions.  The analysis of regional characteristics showed that a promising direction for the development of the system of pedagogic education in the context of the innovative socio-economic development of the Far Eastern Federal District is the development of network interaction with universities and research centers in Russia, international cooperation of universities that train teaching staff with specialized universities in the Asia-Pacific region in order to modernize education and implementation of scientific research; development of pedagogic education as a social institution responsible for preserving and transmitting to future generations the culture and languages of small indigenous peoples; improving the training of teaching staff for small rural schools; professional orientation of school graduates for the development of pedagogic specialties; development on the basis of universities of subdivisions of additional professional and postgraduate education, their interaction with employment services; active involvement in the acquisition of pedagogic specialties of representatives of indigenous peoples as natural carriers and translators of socio-cultural characteristics characteristic of the small peoples of the Far East region.

Relevance is related to the growing interest in the issues of individualization of education as one of the conditions for the effectiveness of modern education. The importance of pedagogical modeling of individual educational routes of primary school students as a technology of modern education is growing. In this regard, the theoretical substantiation of the technology in demand is of particular relevance – the modeling of individual educational routes for students.
Aim is to reveal the essence and structure of modeling a student’s individual educational route as a technology of modern education.
Methodology. The main content of the study is the analysis of pedagogical literature, dissertation research, scientific articles related to the modeling of individual educational routes. To build the modeling technology, the components of an individual educational route were used. During the study the theoretical methods were used – methods of description, analysis, comparison and juxtaposition, pedagogical modeling; as well as practical methods were used – testing, survey, opinion poll, examination, analysis of students’ activity products, and of program-methodological provision of pedagogical activity.
Scientific novelty / theoretical and/or practical significance consists in determining the theoretical foundations for modeling the individual educational route of students: basic concepts, approaches (individually oriented, systemic, activity-based), groups of principles (modeling, routing, distance learning) and components of the technology for modeling individual educational routes of primary school students in the conditions of distance learning (target, conceptual, diagnostic, organizational and activity, resultative).
Conclusions. The technology of modeling the individual educational route of students is substantiated. Approaches, principles are described, the interrelation of the components of modeling technology is shown. Based on the results of the study, a technology for modeling individual educational routes is presented, its practical application in the pedagogical practice of educational organizations is substantiated.

Relevance. The challenges of modern time encourage us to develop strategies for influencing the future, defining the present of our children, which forces the educational reality to change together with the changing conditions of the surrounding reality. The modern Russian economy is in dire need of specialists who do not only have deep knowledge, but are also capable of innovation, to search and create innovative solutions. One of the ways to solve this problem is to increase the efficiency of the educational process when working with gifted children. The SRH technology developed by the authors of the article has a significant potential for modernizing the learning process for different categories of students, including work with gifted children.
Aim is to theoretically substantiate the admissibility of using the SRH-technology of teaching gifted children.
Research methods. The article reveals the potential of using SRH-technology in the educational process when working with gifted children on the basis of theoretical research methods – analysis, synthesis, comparison, modeling, forecasting.
Scientific novelty / theoretical and/or practical significance. The conclusions presented by the authors make it possible to optimize the education of gifted children in accordance with the ideas of education transformation made by domestic scientists on the basis of theses of elitist pedagogics.
Results. The results of the theoretical study indicate the admissibility of using the SRH-technology of teaching when working with gifted children of middle and senior school age.
Conclusions.  The authors’ theoretical justification of the possibility of using SRH technology in teaching gifted children reveals the ways of transforming the educational process at school, taking into account the expansion of the possibilities of building an individual educational trajectory in order to increase the effectiveness of the educational result.

Relevance.  Despite the well-studied area of Language for Specific Purposes (LSP), there is surprisingly insufficient amount of scientific papers on the special language used by teachers for conducting lessons of English. It can be stated that today the Russian scientific terminological-field lacks the term which could describe and disclose the content of the notion “English for Language Teaching Purposes”.
Aim of this article is to allocate and scrutinize special kind of ESP – English for Specific Purposes, in particular ELTP – English for Language Teaching Purposes.
Procedure and methods. The article makes a brief review of core scientific points of view on the subject, foreign scientific definitions and conceptual features of the notion are also given.
Scientific novelty and/or theoretical and/or practical significance lies in the fact that an attempt has been done for the first time to rethink and specify the name and content of the English term ELTP (English for Language Teaching Purposes), its appropriate Russian equivalent has also been introduced. Theoretical and practical significance of the research is that this work does not only contribute to the theory of English for Specific Purposes but creates prerequisites for developing and approbation the model of English for Language Teaching Purposes.
Results. The term, fulfilling a nominative and descriptive function for the notion “English for Language Teaching Purposes”, is introduced into the domestic scientific circulation.
Conclusions. The research may help further investigate the methods for optimizing the theoretical and practical preparation of highly qualified specialists in the sphere of teaching English.

Relevance. The relevance of the study is due to the important role of the analysis of speech mistakes in finding the teaching methods in the absence of a language environment.
Aim. To disclose common mistakes made by Iranian students when choosing full and short adjectives in speech in order to overcome them.
Research methods. During the study have been applied methods of data analysis of the associative experiment for identification of language mistakes and comparative method.
Scientific novelty and/or theoretical and practical significance. The authors for the first time analyzed the mistakes in the use of Russian short adjectives at Russian as a foreign language lessons in an Iranian audience and recommendations to overcome them.
Research results. During the study the mistakes made by Iranian students when choosing short and full forms of Russian adjectives based on a comparison of the grammar of Russian and Persian languages and defined the role of interference are analyzed and classified.
Conclusions. In the article, the authors found that the failure to find the syntactic role of the adjective in the sentence, failure to understand the meanings of the full and short forms of the same adjective and inappropriate generalization of the main grammatical rules about Russian adjectives are the most important cause of mistakes in the speech of Iranian students.

Relevance lies in the fact that the optimization of the method of combined impressions in the process of teaching future artists improves the quality and the level of art education of students.
Aim of the article is to identify an innovative method of combined impressions as a way to optimize the training of future artists.
Methodology. The article considers an innovative method of combined impressions in the system of training classes for artists of the art and graphics faculty. The main content of the research is the analysis of the technical and technological aspect of combined impressions, the author’s program with the use of a creative project.
Scientific novelty / theoretical and / or practical significance. An innovative and systematic approach has been introduced into the working practice and methodology of teaching miniature composition, contributing to the development of the creative abilities of students, which allows revealing the ways and methods of improvement in the field of teaching the fine arts in a new way. Classes on miniature composition expand the horizons and worldview of students, activate their desire to practice and improve new material on the topic under study in additional structures and special courses.
Results.  The results of the study were obtained using the schemes of the golden section and combined forms of the image. The study confirmed the important relationship between the technical and technological aspect and composition, which affects the quality of teaching in the visual arts.
Conclusions.  The results of the study confirmed the idea that the role and significance of the innovative method of combined prints contributes to the formation of students’ personal qualities, the development of their creative abilities in the system of training artists within the discipline “Miniature composition”.

Relevance. Actualization of the methodological training of mathematics teacher being ready to work in the conditions of individualization of education is an important task of the system of higher pedagogical education and meets the needs of modern schools and society.
Aim. The conducted research is aimed at analysing the regularities in methodological training of the mathematics teacher in the context of the individualization of education, identifying the existing problems, scientific substantiation of the idea of updating the existing concept of methodological training of a future teacher.
Methodology. The main methods of research are the analytical method, the method of pedagogical experiment and the system analysis.
Scientific novelty/theoretical and/or practical significance. The author’s model for assessing the level of methodological training of graduates-future teachers of mathematics in the context of their readiness for work in the conditions of individualization of teaching mathematics has been developed, as well as new approaches to methodological training of students and to the concept of training a modern teacher of mathematics has been developed.
Results of the research. The idea of updating the methodological training of the future teacher of mathematics is put forward, the results of approbation and pedagogical experiment confirming its viability are presented.
Conclusions. For successful adaptation of the future teacher of mathematics to work with schoolchildren with special educational needs, including mathematically gifted students, in the context of the individualization of school education, it is necessary to provide students-future teachers of mathematics with continuous individual educational routes of bachelor and master programs, including the means of a specially built line of practical training.

Relevance. The study of the features of preparation for the All-Russian Olympiad of schoolchildren is timely and relevant for a number of reasons, including the constantly growing interest to this intellectual project on the part of students and teachers, as well as the high importance of the Olympiad movement to increase the intellectual potential of the nation.
Aim. The article aims to reveal the features of the modern Olympiad competition in English, as well as to show the systemic nature of preparation for the Olympiad.
Procedure and methods. Among the main methods of research are the analysis of the publication activity of modern authors on the declared topic, content analysis of the content of tasks of previous years, the study of official documents published by the central subject-methodological commission.
Scientific novelty and/or theoretical and/or practical significance. The article clarifies the term “Olympiad”, as well as indicates the features of training schoolchildren at the current stage.
Results of the study. The systemic nature of preparation for the Olympiad tours and an understanding of the evolution of the competition allows us to achieve high-quality results.
Conclusion. The Olympic movement is one of the main drivers of improving the quality of education in the country, participation in the Olympiad conceptually allows us to educate schoolchildren who can think independently and creatively.

Relevance.  The mistakes constantly appearing in students’ papers on “Linguistics” are the consequence of the lack of the correctly constructed preparation system. The analysis of such mistakes including their description, counting, systematization and showing the possible correction ways based on the complex comprehension of up-to-date rules and requirements to the composition of the reports on the topics studied allows us to work out the corresponding paper-check algorithm and recommendations for the participants of its preparation process.
Aim is to conduct quantitative-descriptive analysis of the mistakes in reports on “Linguistics” and to work out the practical recommendations facilitating their prevention and the ready paper-check algorithm based on it.
Methodology. The theoretical methods of comparative analysis, interpretation and modeling are used in the article. The methods of observation, quantitative analysis and generalization are applied.
Scientific novelty and/or theoretical and/or practical significance is in the possibility of systematizing students’ reports on foreign languages preparation; the data obtained, the examples identified and the results are planned to be used for the corresponding teaching manual creation as well as for the program development of the discipline “Science Literacy Basis” for the branch “Protvino” magistracy of Dubna State University.
Results. The mistakes in reports on “Linguistics” are identified, counted, distributed into thematic blocks and described; the practical recommendations and the ready paper-check algorithm are worked out.
Conclusions. The interdependence of the mistakes identified is clearly shown on the basis of the frequency detected; the conclusion about the necessity of the united complex preparation of every report is made with the aim of typical disadvantages elimination and development of competent scientific paper writing students’ skills.

Relevance.  Avalanche-like technologies that require high-quality engineering education for their development and implementation, for the sustainability of the economy, are in dire need of a comprehensive way to solve super-complex tasks and problems. The emerging problems sometimes cannot be solved by the old methods within the existing distinctions. The relevance of the study is caused by the need to search for new approaches and educational technologies in the system of engineering education.
Purpose.  The purpose of the work is to consider new, interconnected and mutually dependent resources that feed the idea of continuity of professional engineering and technological education.
Research methods. The author’s research uses such methods as: analysis of theoretical ideas about engineering economics, technological education, transdisciplinarity and continuity of education for an engineer of the future; analysis of pedagogical and research experience in the field of technological education; a local expert survey conducted in December 2021 in an online format – to identify the problems and opportunities of today’s popular STEM education; content analysis of answers to open-ended questions offered to respondents working in STEM technology.
Scientific novelty/theoretical and/or practical significance. Conclusions are drawn about the need to reflect on the special equipment and responsibility in relation to the technological educational space.
Results. Based on the research, the article presents a view on the duality of training engineers of a new formation, on combining their theoretical training with the cultivation of the ability to practically solve production problems. It is shown that transdisciplinarity sets the most important vector for the development of technological education.
Conclusions.  Integration, transnationalization, information openness, commercialization and digitalization of all aspects of life place new demands on the education, development, and training of an engineer. In this regard, strategies, values, meanings and behavior patterns of subjects of engineering education await new understanding and analysis.

Relevance. For the first time, the problem of media literacy formation is considered as it is taught at the lessons of “Methods of working with text” on the example of learning Russian from non-Russianspeaking students.
Aim. To show by concrete examples the use of critical thinking development technology (TRCM) in the formation of students’ media literacy.
Methodology. In the course of the research, the following methods were used: directed observation, questioning, analysis, generalization and abstraction; digital technologies, introspection; method of representation and interpretation of information.
Scientific novelty / theoretical and/or practical significance. The results of the research contribute to the development of the foundations of didactics, enriching theoretical ideas about traditional and innovative technologies in the educational process in the system of teaching both students and schoolchildren. Taking into account the growing interest in the practice-oriented nature of the educational process in the higher education system, the formulated requirements and identified conditions for the use of innovative dialogic technologies are becoming the leading factor in activating the professional activity of a modern teacher.
Results. The article presents the results of a survey conducted with students before and after the lesson, as well as of the testing conducted during the lesson. The results showed that students developed theoretical knowledge about media literacy together with the elements of critical thinking, the role of which is increasing in the conditions of digital transformation of the society.
Conclusions. Methods of developing critical thinking contribute to the development of the student’s ability to graphically organize text material, interpret and differentiate text information according to the degree of novelty and value, thereby forming media literate specialists in the field of linguistics.

Relevance of the study is determined by modern value and meaning determinants, national ideas and key strategies for the development of education in the Russian Federation, actualizing the need for scientific research and practical implementation of new approaches to the training and personal and professional development of foreign language teachers in pedagogic education and the national system of teachers’ growth (NSTG).
Aim of the study is to reveal the essence and resource possibilities and opportunities of the psychological-pedagogical and language training of a foreign language teacher, as the core of modern pedagogical education due to the requirements of the National Professional Standard “Teacher (pedagogical activity in the field of primary general, basic general, secondary general education)” and the Federal State Educational Standard of Higher Education 3++ in Education and Pedagogical Sciences.
Research methods. The study is based on the unity and interaction of system and activity, metasubject and competence-based approaches to improving the psychological, pedagogical and methodological training of a foreign language teacher. Research methods: theoretical analysis of literature and special research; design of the content and technologies of training; experimental training; testing.
Scientific novelty and/or theoretical and practical significance. Scientific novelty of the study lies in the contribution to the development of an integrated approach to a foreign language teacher preparation and the reserves for students’ mastering the subjects of psychological-pedagogical and subject-methodical cycles. The methods of strengthening the professional orientation of the language training of future foreign language teachers by relying on the integration of psychological and pedagogical and subject-methodical knowledge have been developed. The analysis of the problem of integration of psychological-pedagogical and methodical training of a foreign language teacher presented in the article enriches the content of the theory and practice in the context of changing and transforming pedagogical education in general, and foreign language education of a teacher, in particular. The identified and characterized resource opportunities and reserves for the integration of psychological, pedagogical and methodological training of a foreign language teacher expand the scientific understanding of the core of pedagogic education and can be used as the basis for further methodological, theoretical and research development of a meta-subject approach to improving teacher training for School 4.0.
Results.  Scientific-theoretical approaches to the study of the essence of the phenomenon of integration of psychological-pedagogical and language training of a foreign language teacher are systematized and characterized. The educational and developmental possibilities of implementing a meta-subject approach to improving the training of a foreign language teacher in the system of teacher education are substantiated. The theoretical analysis of special literature, the analysis of educational practice led the authors to the conclusion that the integration of psychological-pedagogical and subject-methodical training, as the core of the content and technologies of teacher education, is a reliable resource and an effective tool for the formation of both professional culture and personal and professional development of a foreign language teacher. Examples of cases from the practical experience of the authors are presented.
Conclusion. The conducted longitudinal study, the basis of which was the design of the content of teaching and technologies of an integrated approach to the training of a foreign language teacher proved its effectiveness by strengthening the principle of professional orientation of language (foreign language) teacher education. The developed methods of strengthening the professional orientation of the language training of future foreign language teachers based on the integration of psychological, pedagogical, and subject-methodical knowledge can be used in educational activities (44.03.01 Pedagogical Education (“Foreign Language”), 44.03.05 Pedagogical Education (“Foreign Language” + “Foreign Language”).

Relevance of the work is related to the need to find optimal methods of assessing university students’ knowledge of the English language, as well as modern educational technologies increasing the effectiveness of the pedagogical process and, consequently, its results.
Aim of the research is to describe the pedagogical experience of implementing information and communication technologies in the process of teaching English and to evaluate its applicability to the assessment of university students’ knowledge.
Methodology.  While conducting the research the following methods were implemented: system analysis, induction, classification, abstraction, synthesis and generalization of the results obtained.
Scientific novelty / theoretical and / or practical significance. The scientific work is distinguished by the analysis of the experience available in pedagogy in the implementation of information and communication technologies in the process of teaching English and the selection of the most effective of them for assessment of university students’ knowledge.
Results.  The main theoretical and practical issues related to the application of information and communication technologies in the educational process in higher education institutions are considered and the most appropriate tools for assessing students’ knowledge of the English language are highlighted as the result of the study. The perspective of further research may be the development of a full-fledged testing system to test the knowledge of students of non-linguistic universities in the field of the English language.
Conclusions.  Information and communication technologies possess the great educational and developmental potential, and their various tools can be successfully integrated into the process of teaching English, including the assessment of university students’ knowledge.

Relevance is due to the state’s need for specialists with digital competencies. In order to provide legal support for the activities of the state and society, it is important to ensure the training of a future lawyer who will meet not only the requirements imposed by employers, but will also be able to adapt to work in the rapidly changing realities of the transition of the state to a new management model.
Aim. To identify the pedagogical conditions for the formation of digital competencies among lawyers in higher education institutions.
Methodology. In the course of the study, empirical research methods (survey, testing) were used, with the help of which the level of knowledge about digital services among law students was revealed, the analysis and generalization of the results obtained were carried out.
Scientific novelty/theoretical and/or practical significance. The level of digital services mastering by law students while studying the discipline “Information technologies in legal activity” is shown. The practical significance of the research lies in the digital services proposed for studying, which can be included in the study of the discipline “Information Technologies in legal activity” in order to form lawyers’ competencies in the field of information technology, including the ability to work with information on the Internet.
Results. The analysis of the conducted research showed that the future lawyer does not have sufficient knowledge about the existing digital services necessary for his future professional activity. A mandatory aspect in the study of digital services by law students is a set of theoretical knowledge and practice. The main way of forming the competencies under consideration is practical work with digital services in the framework of practical classes. When developing curricula and the work program of the discipline “Information technologies in legal activity”, it is necessary to take into account a larger volume of practical classes for the formation of knowledge, skills and abilities about digital services.
Conclusions. In order to master the ability of a graduate lawyer to use digital services to solve professional problems, educational organizations should include in the content of the discipline “Information technologies in legal activity” a mandatory study of digital services that contribute to the rapid and effective solution of professional tasks by a future lawyer.