Introduction. The urgency of the problem related to personalised learning in future teacher training is associated with the creation of an optimal range of choices in the conditions of intensive development of the informal and non-formal educational environment in the global (interstate) educational space. At the same time, the slogan “teach everyone and everything” is disappearing into the past; instead, the importance of unique specialists, who are able to implement their own pedagogical startups and introduce them into educational practice, is increasing.

Aim. The aim of the article is to describe the development and testing of a structural and functional model of personalised learning in education of future teachers.

Methodology and research methods. The methodological research framework is based on V. A. Petrovsky’s concept of personology, methodology of nonlinear educational systems and transdisciplinary approach in science and education. In the course of the research, the following tools and methods were used: analysis, comparison and generalisation, the authors’ interpretation of psychological and pedagogical literature in the field of accounting for individual characteristics of the student, structural and functional modelling of pedagogical systems. The method of studying the advanced pedagogical experience of Internet education based on the analysis of open online platforms was applied. During the testing of the structural and functional model of personalised education, 178 students (1st–5th year students) were involved in the educational programme “Preschool Education” of full-time and part-time forms of education at Shadrinsk State Pedagogical University. The analysis of students’ diaries and the final questionnaire were employed to determine whether students were satisfied with the personalization in education.

Results. The conceptual and theoretical characteristics of personalised learning are defined: nonlinearity, redundancy, transdisciplinarity, adaptability, openness. The parameters of personalised learning are highlighted: at the level of the subject of social and professional development, the purpose of education, and the content and applied educational technologies. The approbation of the structural and functional model of personalised learning in future teacher training demonstrated a high and average level of satisfaction of students; however, the recorded insufficiency of their own ability to determine the main characteristics of personalized learning was reflected in the quantitative data of satisfaction.

Scientific novelty. In contrast to the existing research in the field of individual approach and personalisation in education, a model of personalised learning in education for future teachers is proposed, which allows them to independently design an individual educational route in the current time and to take into account changing cultural and educational needs in the conditions of the modern global educational space in a broad sense and conditionally divided into interuniversity (international and intra-state interuniversity competitions, forums, conferences, etc.), digital (digital online platforms, electronic educational environments), and professional and personal (participation in individual projects).

Practical significance. According to the intensive development of the global educational space, it is proposed to integrate the available resources to develop personalised learning in future teacher training.

Introduction. The concept of lean management, which is focused on optimising and improving manufacturing processes, can be applied to the management of in-company further professional training. Within this training, in-company teachers are more often called upon to teach enterprise employees. Thanks to this, education services are provided at short notice and their high quality is guaranteed at minimum expenses. However, this is possible only if the level of professional teaching competence of these in-company teachers is significantly high. At the moment, the structure and content of this competence are not justified didactically and are not regulated by normative documents. Given that teaching is not the primary job of in-company teachers, and most of them are not trained professionally as teachers, it should be emphasised that the problem of identifying and evaluating the most significant components of professional teaching competence for in-company teachers, the components being the goal of effective advanced education training, is highly relevant today.

The aim of this research was to present the structure and content of professional teaching competence for in-company teachers at modern industrial enterprises.

Methodology and research methods. Competency-based, activity-based and qualimetric approaches have been chosen as the methodological basis of this research, as they help implement the principles of professional orientation, optimisation and advanced nature of in-company teacher training. The qualimetric approach is used as a leading approach which implies the use of the method of group expert evaluation to organise the teaching expert evaluation of the structure and content of professional teaching competence of an in-company teacher. The authors used pedagogical expertise procedures with the involvement of in-company training customers as experts: enterprise managers, trainees and training organisers. The selection of qualified experts in the field of in-company training was carried out by the methods of self-assessment and reasoning assessment.

Results. The structure of professional teaching competence of an in-company teacher has been defined and includes the most significant components: gnostic, communicative, evaluative and design ones. These components specify the types and tasks of teaching activity at an enterprise and can guide the design of individual educational trajectories. The types of individual educational trajectories have been suggested to train in-company teachers (basic, technological, communication-based, and evaluation-based), which can be chosen based on their education level, professional experience and their level of motivation for teaching activity.

Scientific novelty of the study is in justifying the structure and content of professional teaching competence of in-company teachers by the expert method. These structure and content take into account the demands of employers for training such specialists at industrial enterprises, a special type of learners and the principles of lean management.

Practical significance. The content of professional teaching competence components, which defines specific didactic goals concerning their development, can be taken into account when designing the training and professional development programmes for in-company teachers and planning their organisational and procedural guidance around their individual educational trajectories.

Introduction. Training future specialists in information technology to work in a team has a great potential both for solving educational problems in the higher education and for further development of graduates as professionals in the labour market. The efficiency of the teamwork is largely determined by the effectiveness of the distribution of roles in the team. The distribution of roles depends on the individual cognitive characteristics of each team member. Individual enlightening characteristics of the ways of perception and processing of information, the choice of ways to solve problems are associated with the cognitive style of the individual.

Aim. The present research aims to analyse the nature of the influence of the cognitive style of the personality of each member of the team on the results of solving a practice-oriented task in the field of information and communication technologies.

Methodology and research methods. The work used a systematic approach (N. A. Astashova, S. L. Melnikova, A. P. Tonkikh, L. N. Shilenkova, A. Burger, L. Naude, F. D. Fernandez, J. L. Arco-Tirado, M. Hervas-Torres); practice-oriented approach (E. F. Fefilova, D. Bednarek, M. Krulis, J. Yaghob); project approach (L. I. Savva, E. A. Gasanenko, K. E. Shakhmaeva); cognitive approach (J. B. Watson, G. A. Kimble, J. Anderson, B. M. Velichkovsky, J. Kelly, J. Bruner, J. J. Goodnow, G. A. Austin, M. A. Kholodnaya), in the frames of which general scientific and statistical methods were used. The works by M. A. Kholodnaya, J. Parker, J. D. Bain, H. A. Witkin, S. A. Moore, D. R. Goodenough, P. W. Cox constituted the theoretical and methodological basis of the study, on the basis of which the characteristics of students with different cognitive styles were studied. The analysis of the dependence of the success rate of solving practice-oriented tasks by a team of students on the cognitive style of each member of this team was carried out. The success rate was calculated as the sum of the normalised values for each type of work. 250 undergraduate students of Nizhny Tagil State Socio-Pedagogical Institute (branch) of Russian State Vocational Pedagogical University and Nizhny Tagil Institute of Technology (branch) of Ural Federal University took part in the study. The used research methods: questionnaires, testing, the method of expert assessments, ranking, scaling, rationing, content analysis of documents, methods of mathematical statistics in data processing, methods of analysis, synthesis, generalisation, comparison, abstraction when interpreting research results. The “Included Figures” test was used to determine the field dependence / field independence of the subjects. The main statistical calculations were performed using the nonparametric statistical method “Mann-Whitney U-test”. To confirm the reliable difference in the proportion of teams that successfully coped with the task, the Fisher criterion was applied. The data sources are open source databases (websites of international and Russian government bodies), regulatory documents regulating the basics of training IT specialists, research by leading scientists in the field of cognitive personality style, statistical information.

Results. The authors developed the criteria to evaluate the results of solving a practiceoriented task by a team of future IT specialists and defined the concept of a success indicator. The authors demonstrated the importance of taking into account cognitive personality styles when forming a team of IT specialists. The dependence of the success rate of solving a practice-oriented task on the type of cognitive style of the participants of the task was revealed. It is established that the highest results of the success rate in solving a practice-oriented task were noted in those teams that included students with different cognitive personality styles of field dependence / field independence, with a predominant number of participants with a field-independent personality style. The findings indicate the need to take into account the cognitive styles of individuals when forming the composition of teams for IT projects.

Scientific novelty. The results of the study expand the scientific facts that cognitive styles are predictors of students’ achievements in solving practical tasks in teamwork.

Practical significance. The data obtained can be used to develop a strategy for training future IT specialists aimed at improving the effectiveness of teamwork in higher education institutions. The proposed calculations of the success rate of solving practice-oriented tasks can be employed to evaluate the results of educational practices and final qualifying works.

Introduction. School evaluation is a complex process, and it is now a central priority for education systems with varied practices and multiple actors. It affects many aspects: teachers, institutions, training, management, educational policies, and design. Thus, it is necessary to think first about the regulation of the indicators that will serve as a system of valuation/sanction of the quality measured.

Aim. The present research aims to construct a grid for evaluating pedagogical and administrative quality of secondary school. Furthermore, producing a quality evaluation system based on indicators to allow quality to be witnessed remains a challenge. We have optimized and validated a coherent evaluation system of indicators (School Quality Assessment System SEQES). It is based on rigorous scientific research, evaluating school quality and testing with 196 stakeholders (school administrators, teachers, educational inspectors, and planning).

Research methodology and methods. The design and validation of this evaluation grid were carried out based on Churchill’s (1979) theory of measurement with a methodological process of numerous steps of analysis and emergent categorisation of items, scaling, refinement, and field testing.

Results and scientific novelty. The exploratory factor analysis (EFA) was administered to 196 stakeholders and initially yielded 153 items from 289. They articulated qualitative steps (interviews with members of audit cells, techniques: Focus Group, TGN, TRIAGE) and quantitative (Exploratory Factor Analysis). The results made it possible to identify a scale of seven dimensions and fields of 37 items, considering theoretical, empirical, and methodological considerations.

Practical significance. This measurement instrument is a toolbox that can be developed for decision-makers to establish a reference system for systematic external quality evaluation at the national level and a toolkit for inspectors and headteachers.

Introduction. The reform of many national education systems is associated with a growing focus on assessment as the dominant aspect of the modern educational process. One of the directions of the reform of the Kazakh school system is focused on the transition to criteria-based assessment of the educational achievements of schoolchildren. In this regard, for Kazakhstan, as well as for many countries of the world, the problem of developing evaluative literacy of both practising teachers and today’s students studying in pedagogical educational programmes has become especially acute.

Aim. The aim of the current research is to reveal the essential characteristics of assessment literacy as an important quality of a modern teacher, to actualise the problem of its development in the situation of reforming the school education system, to outline possible directions for solving this problem.

Methodology and research methods. The present research is based on the complex use of theoretical and empirical methods. The theoretical research was carried out using a comparative aspect analysis of scientific and methodological sources and normative documents on the problem of the formation of teacher assessment literacy. Empirical data were obtained when conducting a survey of school teachers, systematising and summarising its results.

Results and scientific novelty. In the course of theoretical analysis, the authors identified the factors, which actualise the problem of teacher assessment literacy development; its main characteristics are summarised, which made it possible for the authors to formulate the definition of this concept. The results of the survey of school teachers demonstrated that shortterm professional development courses for teachers provide a knowledge component of their assessment literacy, but do not solve the problem of developing practical skills, which are in demand in the course of assessment activities. The development of teacher assessment literacy to the behavioural level is a multi-stage and complex process that involves not only theoretical training, but also the independent design of one’s own assessment activity, taking into account the subject characteristics and other contexts accompanying educational practice. Particular attention should be paid to the formation and development of assessment literacy of future teachers during their studies at the university. An integrated approach to solving this problem should provide: the formation of deep knowledge in the chosen subject area, participation in various assessment practices within the framework of methodological courses and pedagogical practices, interaction with practising teachers.

The practical significance of the study lies in the recommendations that determine possible directions for solving the problem of developing school teacher assessment literacy in the context of reforming the educational assessment system.

Introduction. The study of youth ideals is of traditional interest because they provide an understanding of youth values and social orientations, which determine the choice of future and current social behaviour. Ideals are a component of a single image of the world; they are interrelated with the actual (present), possible/impossible and anti-ideal as fundamental modes of human existence. The correlation of ideals with these categories reveals their functionality as regulators of social behaviour. The theories of self-concepts and identity most fully use this system of categories. However, there is still no research of these categories as a single functioning system when studying the image of the social world of young people.

Aim. The aim of the current research is to study the ideals of student youth in the context of the desired/present, possible/impossible, and permissible/unacceptable (anti-ideal).

Methodology and research methods. The object of research is images of “other people” with socio-group and characteristic features, freely reproduced by students. The online study involved 284 second-year students; they reproduced 6472 images of “others” and attributed 13961 features. To identify the implicit structure of the desired categories, the respondents evaluated “others” on an ungraded scale of “Bottom” (anti-ideal) – Self – “Top” (ideal). The implicit structure includes ideals; images of the present (equivalent Self); images of the desired-possible; images of the undesirable, but possible and permissible; images of the unacceptable (anti-ideals). The author compared the ideals with other evaluative and normative categories by three parameters: 1) the frequency of actualisation in consciousness (relevance); 2) socio-group (institutional) specificity; 3) the value-added content of characteristic features.

Results. The frequency of updating images was determined: ideals (7.9%), present (15.4%), desirable-possible (21.9%), undesirable, but possible and permissible (44.9%), anti-ideals (5.6%). Frequency reflects the relevance of categories in the general evaluation and regulatory system, and the probability of their occurrence in students’ minds in a situation of uncertainty. The socio-institutional specificity of ideals lies in the predominance of older and female images, images of relatives, parents and representatives of science. The priority of “loved ones” combines ideals-standards with the composition of the present, and orientation to “distant ones” as anti-ideals. It was found that the content of the ideals represents the hierarchy of personal students’ values and includes several levels: 1) central values are communicative and altruistic; they have the same frequency in all the compared categories; 2) the first level of significance is the values of knowledge; their relevance increases in terms of the possible-desired; 3) the second level is the values of achievement, struggle and risk, practical activity, physical data and comfort; their relevance increases in the samples of the possible (desirable and undesirable); 4) the third level is the values of social normativity; their relevance increases for anti-ideals. The images of the present indicate a low relevance of struggle, risk and achievements. The images of the possible correspond to ideals in the content of values, and reflect the values of the second level most specifically and differentiated. The most relevant are the samples of the undesirable possible.

Scientific novelty. The values and social attributes of ideals are considered in relation to the categories of the present, possible (desirable and undesirable), anti-ideal. Quantitative relations of these categories in the current consciousness of young people are described.

Practical significance. The results are useful for analysing and predicting the social behavior of young people.

Introduction. The relevance of the current research in the features of the profession loss crisis among older teachers is due to the need to develop the methods of psychological support for their professional development in the conditions of growing demands on the educational process.

The aim of the study is to identify the features of the profession loss crisis among older teachers.

In the course of the study, the authors put forward the following hypotheses. The features of the profession loss crisis include two scenarios, which are reflected in the psychological state of teachers and their attitude towards their own profession. The positive scenario is characterized by physical and psychological health, hardiness and psychological well-being, while the negative scenario is characterised by deterioration in physical and mental health, reduced hardiness and psychological well-being.

Methodology and research methods. The methodological basis for the study was the concept of professional development by E. F. Zeer and E. E. Symaniuk, as well as the approaches to examining the psychological characteristics of the crisis of late age; psycho-aging changes at a later age; stages of professional development; features of experiencing crises. The study involved 956 teachers working in educational organisations of the Sverdlovsk region (58 men and 898 women). The average age of the respondents was 57.9 years. The features of the profession loss crisis were determined using the biographical method, which allowed the authors to consider the dynamic process of professional development and highlight the psychological characteristics of the crisis based on content analysis. The biographical questionnaire contained questions aimed at identifying general social and professional information, determining the characteristics of options, professional activities, retirement and plans for future life, as well as determining the success of a professional biography. The following methods were used: test of hardiness in the adaptation of E. N. Osin and E. I. Rasskazova; method of quality-of-life SF-36; T. V. Kornilova’s new questionnaire of tolerance to uncertainty; scale of psychological well-being by K. Riff as adapted by T. D. Shevelenkova, P. P. Fesenko; questionnaire by K. Zamfir “Motivation of professional activity” in the modification of A. A. Rean. Data processing was carried out in the RStudio program. To highlight the options for the course of the crisis, cluster analysis was used. Welch’s t-test was applied to compare the groups with each other. The one-sample Student’s t-test was used to compare groups with standard indicators.

Results. It was revealed that the profession loss crisis can proceed according to two scenarios, each of which has its own characteristics.

In a positive scenario (about 3/4 of cases), the indicators of physical and psychological health, vitality and psychological well-being do not differ from the normative values. At the same time, teachers generally have a good attitude towards their profession and have plans to continue working in profession and learning something new.

In the negative scenario of the crisis, the indicators of resilience and psychological well-being are at the lower limit of the norm, and the indicators of physical and mental health are significantly lower than the norm. Teachers are much more likely to note disappointment in the profession and, in general, have a more negative attitude towards it than the representatives of the positive group. Among them, there are significantly more of those who plan to leave the profession and fewer of those who plan to stay in the profession and learn something new.

Scientific novelty consists in the enrichment of psychological science with knowledge about the features of the profession loss crisis among older teachers working at different levels of education in the context of the professional development of the individual.

Practical significance. The presented results can be employed in educational organisations to develop programmes for the prevention of the profession loss crisis among teachers and recommendations for teachers of late maturity to maintain their active professional longevity.