Aim. The article is devoted to the representation of utilitarianism as the philosophy of education. The main problem is the relevance of utilitarian strategies for the present stage of development of education in Russia. 

Methods, results and scientific novelty. Utilitarianism is presented as an educational strategy, nominating at the forefront the principle of usefulness of education, positioning education as a means of achieving social and individual wellbeing. The author represents the basic principles of utilitarian philosophy, and also reveals how these principles have been refracted in the philosophy of education using the methods of value-semantic reduction and qualitative content analysis. The first part of the article is devoted to the history of utilitarianism as the philosophy of education in the Euro-American pedagogical culture, as well as the analysis of modern utilitarianism as widely existent in this culture of philosophy of education. In the second part of the article the author explicates the role of utilitarianism in the education strategies of the Russian pedagogical culture, past and present. 

The main idea of the article is the idea that we have two value-semantic forms of utilitarianism: narrowly understood (tactical) utilitarianism and widespread (strategic) utilitarianism. Within the tactical utilitarianism as socially and/or individually useful education is considered to be vocationalism, claimed the currently market education. This kind of education is characterized by its focus on learning/teaching applied science and recognition of the futility of Sciences fundamental and philosophical. Under the strategic utilitarianism individually and/or socially beneficial is considered: first, the versatile education characterized by its focus on learning/teaching not only applications, but also fundamental and philosophical disciplines, secondly, eclectic education aimed at obtaining different professional competences. Versatile, eclectic education contributes to the development of creative abilities of the person, as well as provides opportunities for occupational mobility in a changing market. 

The main conclusion. The author concludes that narrowly understood utilitarianism is destructive because of its focus on instant profit and situational success. 

Aim. The article describes methodological bases of formation of ecological culture of students as the aim of innovative training for a sustainable future. The authors take into account international and the Russian experience, connected with development of ecological culture as an educational resource of society adaptation to environmental constraints, risks, crises and present-day consolidated actions towards sustainable development of civilization. 

Methods. The methodological basis of constructing of the model formation of pupils’ ecological culture is developed from the standpoint of the idea of eco-development (noosphere, co-evolution, sustainable development) and a set of axiological, cultural, personal-activity, co-evolutionary, cultural and ecological approaches. Justified methodical basis has allowed to construct educational level of formation of ecological culture of pupils, comprising interconnected unity of the target, substantive, procedural, effectively and appraisal components. 

Results and scientific novelty. The article presents the results of many years research of authors on environmental education for sustainable development in the framework of the Nizhny Novgorod scientific school. A characteristic of ecological culture of students as the goal of environmental education based on ecodevelopment ideas is given. It is shown that the ecological culture of students directs them to new values in life meanings, methods of ecological-oriented actions and behavior, changing settings of the consumer society and ensuring the development of the younger generation of co-evolutionary, spiritual guidance in a postindustrial society. The authors’ model of the formation of ecological culture of pupils is represented by conjugation philosophical and methodological, theoretical, methodological and pedagogical levels that ensure the integrity and hierarchical pedagogical research on the issue. The article discloses a pedagogical assessment tool of formation of ecological culture. The levels of formation of ecological culture are proposed; and their characteristics are given. 

Practical significance. The article shows the realization of the conceptual aspects of the formation of ecological culture of pupils and school practice. Presented methodical support of scientific pedagogical ideas of formation of ecological culture of pupils in the form of programs, textbooks, and teaching aids for students and teachers published in the central (Prosveshenie, Drofa, Ventana-Graf) and regional publishing houses in Russia are presented. The proposed model and its methodological support provide a means for the formation of new professional positions of teachers, capable of working in an innovative mode, and implement a new social order of society on education in the field of environment. 

The article aims to define opportunities of education in the formation of knowledge society, which is an integral part of information society and closely related to such an important determinant of the level of society’s development as social capital. 

Methods. Methodological basis for analyzing this problem lies in a systematic approach to studying social processes, while a monographic method in methodology. Based on this method, the author tried to define the philosophic mission of educational institutions, which they had performed before the emergence of knowledge economy. This was a significant foundation for further development of society. 

Results. In the age of knowledge economy international competition is based on search for talents. The author defined that in knowledge society students receive necessary knowledge, which gives them an advantage over others. University education is the focus of attention on a global scale. Ensuring prosperity and well-being of society requires better use of human mind. 

Scientific novelty of the article concludes in well-founded proof that countries where education is built at an academic level can ensure the formation of a new, promising generation and can withstand international competition. 

Practical significance lies in the conclusion that the system of vocational education should cover all spheres of economy, science and culture meeting the needs and interests of the country. 

The aim of the study is to reveal features and possibilities of research work in the organizations of secondary professional education. 

Methods. Theoretical methods involve analysis of legislative, normative documents; comparison and generalization of the findings of scientists on research activities. Empirical methods: pedagogical observation, to study the experience of organization of research work. 

Results. The definition of «research ability» is proposed; the system of organization of research activity in the organization of secondary vocational education, including the identification of approaches to the concept of «research» is developed; development of a program of research skills formation is given; definition of subjective functional relationships for the implementation of the programmer of research; the development of training programs for teaching staff the organization of the secondary professional education to the organization and conduct of research activities with students; creation of innovative infrastructure as a set of resources and means to ensure the maintenance of research activities. 

Scientific novelty. An attempt to fill the gaps in the methodology of organization of research activity in organizations of secondary vocational education is taken. Peculiarities of the educational programs of secondary vocational education, defining the forms of research activities are disclosed. Approaches to the concept of «research», the formation of research skills and development of professional-pedagogical competences of teachers as subjects of research activities are proposed. 

Practical significance. The use of suggested approaches to conducting research in organizations of secondary vocational education can increase the level of students and extend the functionality of teachers. 

The aim of the study is to provide scientific and methodological basis for competency-based assessment including differentiation between academic and vocational qualifications used for educational programs in teaching applied qualifications. 

Methods. The methods involve systematic activity and competency-based approaches, structural-functional analysis, analysis, generalization, benchmarking. 

Results. The issue of differentiation between qualifications, acquired by vocational education organizations graduates is carried out. The analysis is carried out according to two directions – academic and practice-oriented. It has become evident that the mentioned educational results have quite different customers.
The role of the state as a customer of academic qualifications and a mediator between the labor market (its needs are expressed in professional standards) and vocational education system is justified. An assessment sample is described. The sample includes two patterns of assessing the quality of education: vocational practice-oriented and academic assessment. 

Scientific novelty. Тhe sample of competency-based assessment in the system of vocational education is proved. The sample is designed to identify academic and vocational qualifications acquired by vocational education organizations graduates. The article specifies the definitions referring to the problem of qualifications assessment in the conditions of forming National qualifications system in the Russian Federation. 

Practical significance. The results of the research may be of some interest to researchers of applied qualifications, educators, specialists of educational authorities and vocational education institutions and can be used in modernization processes of regional assessment systems in vocational education. 

The aim of the research is to study the peculiarities of teenagers’ professional self-determination inclined to deviant behavior, the design of the psychological and pedagogical program of professional self-determination for adolescents. 

Methods. The methods involve theoretical analysis on the research problem, empirical methods and techniques (methods in diagnostics of tendency to deviant behavior (SOPS) by A. N. Orel, questionnaire to determine the professional readiness by L. N. Kabardova; questionnaire «The knowledge about the world of professions» by E. A. Klimov; the questionnaire for determining personal professional perspective by N. S. Pryazhnikov), methods of mathematical statistics (the MannWhitney test). 

Results. The age differences of some components of adolescents’ professional self-determination are revealed. It is proved that there are differences for some components of professional self-determination of adolescents, inclined and not inclined to deviant behavior. The program project of psychological and pedagogical support of professional self-determination for adolescents is proposed. 

Scientific novelty and theoretical significance of the work consists in the expansion of scientific ideas about the psychological characteristics of adolescents who are prone to deviant forms of behavior. The study clarifies the scientific view of professional self-determination of a teenager and organization of psychological and pedagogical support of driving in instability of society. 

Practical significance. The results allow to solve practical problems of professional self-determination of adolescents. The obtained results can be used in advisory, developmental directions of practical psychologist in education, in building programs of prevention deviant behavior for teenagers. The results of the study served as the basis for designing the program of psycho-pedagogical support of adolescents’ professional self-determination. 

The purpose of the research is to establish specifics of lifemeaning orientations of young adults with different levels of reflexion. 

Methods. The methods involve empirical data collection methods, mathematical methods of statistics (nonparametric Mann – Whitney U test is used for comparing two independent samples and assessing significance of their differences; nonparametric Kruskal – Wallis H test is used for assessing the impact of reflexion level on life-meaning orientations), descriptive statistics. 45 girls and 15 boys in the age range of 21–22 took part in the research. 

Results. Analysis of the data led to conclusion that there is non-linear connection between the level of reflexion development and life-meaning orientations of young adults. This connection may be seen as reflexion’s influence on lifemeaning orientations, which consists of gender-specific and gender-nonspecific features. 

Gender-nonspecific features of this connection are: level of retro-reflexion influences such life-meaning orientations as self-contentment, self-productivity and assessment of individual’s past; level of situational reflexion influences such life-meaning orientations as ability of self-regulation and image of individual’s strength and freedom; level of prospective-reflexion influences such life-meaning orientations as assessment of future success and the ability to clearly see life goals. 

Gender-specific features of this connection is inter-reflexion influence on life-meaning orientations. Girls with high level of inter-reflexion also demonstrate clear understanding or personal self-control, assessment of personal freedom, and awareness of life goals. 

Scientific and practical significance. Further research and analysis of those features may help deeper understanding the connection between reflexion as a factor of inward self-regulation, and life-meaning orientations as a factor of outward regulation of individual activity. 

The aim of the article is to present creativity in the process of pedagogical conflict resolution. The results of psychological research conducted among secondary school teachers are given. 

The article summarizes the results of the study of personality and creativity highlighted its main components. Methods. The methods involve theoretical analysis of the problem and the subject of investigation, philosophical, psychological, pedagogical, sociological literature research; empirical methods (school teacher’s psychological testing by means of hand-picked procedures); methods stimulating educational specialists to take initiative in the process of conflict situations› constructive resolution (training methods group discussion, role-playing and business games, specific situations analysis); quantitative and qualitative analysis of empirical results (computer data processing, data design in the form of tables, schemes, illustrations, diagrams, bar charts), methods of mathematical statistics (The Spearman's Rank Correlation Coefficient, φ-Fisher). Data processing procedure is actualized by means of MS Excel package and statistical manipulation program «Statistica 8.0». 

Results and scientific novelty. The scientific belief of the following concepts content is concretized: «educational specialist’s creativity in the process of conflict resolution», «pedagogical conflict»; psycho-pedagogical conditions of creativity development in the process of conflict resolution are determined. Personal and behavioral features of various creativity level pedagogues are elicited. The correlation of educational specialist’s creativity with peculiarities of their behavior in conflict situations is revealed. It is stated that creativity appears to be one of the determinant of individual’s action, which is oriented on constructive conflict resolution. The program schemed by us promoted the extension of the teachers creative potential, which, in return, promoted upgrading of unusual mentality and creative approach to problem situations solution, which gives an opportunity to resolute pedagogical conflicts constructively. 

The program of educational specialist’s creative development in the process of conflict resolution is elaborated and tested. The interconnection of creativity, personal and behavioral peculiarities of educational workers in the process of conflict resolution is elicited. The research concludes in educational specialist’s creative development program elaboration in the process of conflict resolution, which promotes the pedagogues’ personal growth, enhancement of professional activity, increase of theoretical and practical background of the teachers for solving conflict situations. 

Practical significance. Research results may be applied in psychological consulting, in pedagogues’ and psychologists’ teaching or advanced training. The program of educational specialist’s creative development elaboration in the process of conflict resolution may be exercised in psychological educational service functioning. 

The aim of the investigation is to show the features and to define the directions of development of school pedagogics of health in Pridnestrovian Moldavian Republic (PMR). 

Methods. The methods involve theoretical analysis of sources in the field of pedagogics of health, statistical data, methods of analogy, comparison, correlation, synthesis of information, studying of the best practices of schools of health of PMR. The principles of system and valeological approaches have been involved as the leading methodological reference points. 

Results and scientific novelty. Intrinsic characteristics and specifics of school pedagogics of health in PMR are disclosed; its genesis during the PostSoviet period is completely presented; the prospects are defined. Positive experience of preservation, strengthening and formation of health of pupils of Pridnestrovian schools is revealed and analysed. 

Practical significance of research consists that the received results have predictive character and are suitable for design of the organization of a school education system. 

The aim of the article is to reveal the essence of the educational coworking as a fundamentally new form of organization of teacher’s innovative activity and relevant meaningful-activity technology of its exploration and practical implementation in the conditions of additional professional education (АPE). 

Methods. From the standpoint of anthropological project-transforming paradigm and reflective-positional approach the mission, content, structure and shape of the АPE, focused on the project-network and scientific-service support of innovative development of educational institutions and the formation of a new professional position of the teacher are disclosed. Based on the comparative analysis of mechanisms of coworking in economics, sociology and business education key characteristics of a model of educational co-working space are highlighted. The method of conceptual modeling of educational polypositional space of co-organization of the АPE subjects is applied. 

Results. The methodological framework of educational coworking is proposed and described including the problem area, realized in the project – analytical sessions; information area, based on today’s knowledge-management technologies; the project – constructor area, where the project – network nodes format is implemented to work with al-ready initiated projects and the launch of new projects; organizational area where the cultivation is carried out a viable community of implementers of innovative projects; and the main unit – media-hub – concentration and distribution center in terms of growth time, personal resources, to ensure the movement of students on individual trajectories. 

Scientific novelty. Essential characteristics of the educational coworking, based on its understanding as a new organizational format that integrates professional training of the teacher in accordance with the social order and its professional development in terms of individual needs and capabilities are revealed. 

Practical significance. The educational model of coworking has a high potential in terms of growing new functional teaching positions in APE, transformation of pedagogical activity as a whole through the embedding of the activity standards in the practice of education. 

The purpose of the article is a description of the basic points of the uniform policy adopted in the European countries (EU members) targeted at the support of beginning teachers. At present, the majority of the European countries face shortage of teachers. For various reasons young teachers leave the profession. The number of such teachers can be reduced significantly if at the beginning of their professional career they are given complex support including personal, social and professional components. The problem of young teachers’ outflow from comprehensive schools takes place in our country, too. That is why foreign experience of solving this problem is important. 

Methods. Methods of analysis, synthesis and generalization of foreign experience are used. 

Results and scientific novelty. After the analysis of the European commission documents, the main components of the program for the support of beginning teachers during the induction period, recommended for introduction in EU countries, are defined. Each component of the induction program (personal, social and professional) has a number of necessary elements characteristics of which are given in the article. The program provides four interconnected systems of support: mentoring, support of experts, support of colleagues and self-reflection. The article contains a short description of these systems (types of support, the purposes, key factors, kinds of activity, necessary conditions). The article gives also the main, general conditions necessary for effective implementation of induction programs. 

Practical significance. The results of the research of the experience in EU countries on supporting beginning teachers during the induction period of their professional career can be useful to the heads of the regional ministries and territorial administrations of education, comprehensive schools developing a system of measures for supporting young teachers. 

The given article is aimed at considering multimedia presentation potential and its influence on strengthening classroom teacher-student interaction. In the article the importance of using this kind of activity in the study process is pointed in connection with educational state policy on the one hand. On the other hand, gained students’ skills as a final result of work with presentations met employers’ demand for both parent and world labour-markets and bring competitive benefit to the candidates. 

Scientific novelty and results. Multimedia presentation is considered as a specific complex of classroom activities. The students are oriented on the self analysis and presentation assessment. It is shown that well-organized process of peer students’ assessment allows to simultaneously helping in solving the didactic and methodical problems. To this purpose the system of assessment criteria should be developed. It has to be clear for students for making assessment feasible and time-saving. The example of a possible variant of criteria system is described; quality of the presentations prepared by students can be defined based on such system criteria. 

The author also analyzed software products of the three main platforms (Windows, Linux, MacOs) which have different tools and allow to follow users’ needs for creating presentations. In the article there is a comparative table of the two most popular software development: the program Microsoft PowerPoint and the web-service Prezi for realizing the relevance of their use in the study process. 

Practical significance of the present article concludes in author’s suggestions of some recommendations for presentation potential use as a tool of improving pedagogical interaction process with contemporary students.