Introduction. The ability to independently organize and carry out scientific and pedagogical search, receive and apply in practice new skills is a distinctive feature of creative teachers. Obligatory presence of research competence among graduates of pedagogical specialties of higher education institutions is declared in federal state educational standards of the higher school.

The aim of the article is to direct attention of high school educators to the topical problem of pre-service teachers’ creativity development and the need to strengthen their methodological training.

Methodology and research methods. Based on understanding of education quality as the ensemble of its essential characteristics (properties according to A. I. Subetto), evaluation criteria of quality of education of bachelor’s and master’s degree students are revealed. The objective and research components are the basis for the development of criterion-evaluation tools of future profession. Teachers’ insights on the level of their own contribution to creative development of students and the quality of training of students to independent carrying out researches were made known using the following methods: structuring, analysis and interpretation of the questionnaire materials, individual interviews, and observation evaluation.

Results. The data concerning the organization, content and technologies of teachers’ pre-service training for independent research activity, the learning conditions created for their training and the outcomes are obtained. A number of positive results, especially in logistics and staffing of the educational process, are achieved. Evident mistakes in the program and methodological support of educational process, in the use of the vocational disciplines’ research capacity and teaching practice for the development of students’ research experience are found.

Scientific novelty. An authors’ estimation of a standpoint of some part of teachers in regard to practical realization of basic target orientation of the Russian higher education is given. Insufficient methodological readiness of a considerable part of university teachers and lecturers to the scientific leadership in research activity of bachelors and undergraduates is stated.

Practical significance. The pointed and selected criteria for evaluation of quality of training to research work are base for development of criteria-estimated tools of level of formation of educational-research skills. The use of the proposed set of measures in pedagogical and management work, according to the authors, would serve to enhance research competence of future professionals and at large improve the management of educational process. 

Introduction. Inclusion is a new and unfamiliar phenomenon for most of the Russians which is treated as ensuring equal access to education for all students taking into account a variety of their special educational needs and individual capabilities. Inclusive educational model began to take root in Russia without a broad public debate and today’s parents and teachers were not ready to the cardinal changes caused by transition to the new model of education. In this regard, the studying of directly educational process by consequences of inclusive training and education is urgent now.

The aims of the research are the following: to identify the major risks that characterize the current stage of the implementation process of inclusion in the Russian educational organizations; to consider the main causes that lead to their occurrence; to present a comparative analysis of the views of respondents in comprehensive, inclusive and correctional schools. Methodology and research methods. The Sector Monitoring Studies of Moscow State University of Psychology & Education in 2010 and 2014 implemented a sociological study on the process of introduction of inclusion in the Russian schools. 200 teachers and 244 parents were interviewed in 2010; in 2014, in addition, 178 teachers and 386 parents were interviewed; 47 senior students including those with disabilities were interviewed too.

Results. According to the results, the main concerns of the parents of students of comprehensive, inclusive and correctional schools are reduced to a few basic risks: lack of individual approach while teaching children with different educational needs, increased emotional pressure on the child, and child’s perception of the complexity of disability as an equal. These risks arise primarily because of the acute shortage of especially prepared-governmental teachers and socio-cultural, psychological unpreparedness of most contemporary children with disabilities to the perception of them as classmates.

Scientific novelty. For the first time, the author has made an attempt to: analyse a real situation of process of introduction of inclusive education is made; get a deep insight into the main participants of members of the general education; observe the dynamics of risks’ conceptions of inclusive education on the basis of systematization and generalization of the opinions recorded in recent years.

Practical significance. The comparison of various positions concerning the status and prospects of inclusive education allows us to understand more precisely the existing problems and, therefore, to find the most effective ways of their decision. 

Introduction. Nowadays, there are not a lot of works devoted to a graphic method of logic-semantic modeling of knowledge. Meanwhile, an interest towards this method increases due to the fact of essential increase of the content of visual component in information and educational sources. The present publication is the authors’ contribution into the solution of the problem of search of new forms and means convenient for visual and logic perception of a training material, its assimilation, operating by elements of knowledge and their transformations.

The aim of the research is to justify graphical implementation of the method of logic-semantic modeling of knowledge, presented by a natural language (training language) and to show the possibilities of application of figurative and conceptual models in student teaching.

Methodology and research methods. The research methodology is based on the specified activity-regulatory, system-multi-dimensional and structural-invariant approach and the principle of multidimensionality. The methodology the graphic realization of the logic-semantic models in learning technologies is based on didactic design using computer training programs.

Results and scientific novelty. Social and anthropological-cultural adaptation bases of the method of logical-semantic knowledge modeling to the problems of didactics are established and reasoned: coordinate-invariant matrix structure is presented as the basis of logical-semantic models of figurative and conceptual nature; the possibilities of using such models as multifunctional didactic regulators – support schemes, navigation in the content of the educational material, educational activities carried out by navigators, etc., are shown. The characteristics of new teaching tools as objects of semiotics and didactic of regulators are considered; their place and role in the structure of the external and internal training curricula learning activities are pointed out.

Practical significance. In-line integration of logic-semantic models into educational process intensifies the process of thinking; it helps on performing of the subject and fact-finding, analytic-speech, modeling- fixative educational activity; also, promotes implementation of invariant forms of education. The examples of use of new didactic means in student teaching are given. In particular, based on the presented didactic means, the didactic multidimensional technology is developed and original computer tutorial DMT-AutoTutor program is designed. 

Introduction. Continuing education or «education through all life» is required of the person by modern realities of the information, quickly changing society; thus, continuing education is carried out on a development trajectory, individual for each person. Maintenance of such educational process needs effective tools. The relevance of its development caused the research presented in the publication.

The aim is to show the possibilities of navigation aids during realization of individual routes of the training conforming to federal state educational standards and considering the purposes and interests of each separately taken personality.

Methodology and research methods. The leading methodological basis is personality-oriented approach in the implementation of individual educational trajectory. Logical-pedagogical analysis of students’ individual educational trajectory progress is used.

Results and scientific novelty. The interrelation of the concepts «individual educational trajectory» and «individual educational route» is revealed. The conceptual model of maintenance of an individual educational trajectory as a set of reference points of mastering of competences necessary for the expert is offered. Navigators of educational process and cases of individual educational achievements assessment act as didactic means in model. It is shown whence application of components of models allows to: organize the professional orientation actions more effectively; exercise entrance control of knowledge prior to training; control actions during vocational training; correlate an individual trajectory of training to the standard; have a guide when studying disciplines of various cycles, when passing educational and production training, protection of final qualification work; finally, it is possible for a pupil to carry out self-estimation of the acquired competences.

Practical significance. The materials of the present publication will be useful to scientific and practical workers of all education levels, and also the people who are engaged in self-education. 

Introduction. Rapid social and economic changes demand new methods and forms of vocational training, reorganization of content of professional education, i.e. its modernizations which cannot be carried out without existence of the qualified pedagogical staff. Therefore, high-quality professional and pedagogical preparation becomes today not just one of education components, and, without exaggeration, a guarantee of social and economic wellbeing of the country. To provide due functioning of the system of vocational pedagogical education (VPE), it is necessary to understand its specifics and regularities of development; thus, it is necessary to track formation and evolution of the system.

The aim of the study is to provide retrospective analysis at the organizational and substantial level of development of VPE in Russia as the social and pedagogical system.

Methodology and research methods. The historical and logical approach has become the leading approach while researching the problems of VPE. It allows us to build the accurate sequence of formation of the system of training of teachers of specific disciplines and masters of vocational training; on this basis to reveal its shortcomings and possibilities.

Results and scientific novelty. A brief background into history of the Russian and foreign vocational pedagogical education existing prior to the beginning of the 20th century is given. The chronology of development of VPE in Russia since 1920-s till modern period is presented. According to the key changes happening in a target and organizational-content part of VPE, six stages are distinguished and described. It is shown that development of this type of education as a social and pedagogical system is caused by socio-economic factors and administrative decisions; at the same time the VPE system has own regularities, principles of functioning and internal potential for further improvement.

The relevance of the appeal to VPE history is emphasized. The reflection concerning the accumulated positive and negative experience: promotes more exact diagnostics of tendencies in this area; helps to avoid former mistakes and to level the existing contradictions; enables to choose the most effective strategy of development of VPE.

Practical significance. The materials of the publication can be useful for scientific and practical workers who are taking part in training of teachers of vocational education and engaged in forecasting and design of development of the system of vocational pedagogical education. 

Introduction. The present-day higher education in Russia based on a two-level system is oriented as to high standards of education as to the labour market requirements. Among the competences meant for these requirements satisfaction there is a communicative competence providing a person’s social interaction in the given professional area by way of bilingual language means (Russian and a second language). However, the well-known facts of the students’ language proficiency falling down as related to both languages are to witness the insufficient care for communicative competence formation at higher school.

The aim of the research is to highlight the psychological aspects of higher school students’ communicative training that is viewed as the process of their mastering a specialized language of a profession (using both Russian and the second language) as the means of professionally-oriented bilingual verbal communication.

Methodology and research methods. Considering the activity approach as the basis for higher education process study, the author outlines the stages of professional consciousness development (objective, theoretical and practical), treating them as the stages of the future professionals’ specific characters and psychological abilities development in the course of their mastering the professional activity objective content. The relationship of verbal communication and object-oriented activity as the central methodological problem of the paper is studied by way of analyzing a number of theoretical communication models.

Results and scientific novelty. The author defines communicative preparation at the higher school as a process of development among students of the specialized language of profession (both native and foreign) acting as means of the professional focused bilingual speech communication. It is emphasized that this preparation has to become a core of professional development of students and have complex and intersubject character. Communicative competence is offered to be formed progressively, in the process of development among students of subject content of professional activity. It is shown that there is a change of ways and means of subject (cognitive) and communicative activity at each grade level depending on objectives; in result, a professional consciousness of future expert appears. The specific role of two forms of consciousness is proved: cognitive is directed to detection of object of activity; communicative fixes the revealed contents in system of values. The conclusion is drawn on expediency of use for acquisition by students of communicative skills and abilities of activity model in which speech communications are inseparable from the purposes and motives of joint activity.

Practical significance. The possibilities of development among students of terminological system of native and foreign languages as tools of the forthcoming professional activity are shown. It is summarized that the educational process in higher education institution aimed at the development of communicative competence promotes formation and development of professional consciousness and makes an essential contribution to development of the qualities necessary for the modern expert. 

Introduction. The present publication presents the results of an experiment conducted on the territory of Bulgaria with children aged 4.5 to 6 years.

The aim of the research is to work out a model of interaction based on the contemporary knowledge of preschool children’ development and cognitive process peculiarities of children aged 4.5 to 6.

Methodology and research methods. The methodology of the research is based on theories and classifications of values by Rokeach, Graves, Inglehart (values of survival and self-expression) and Hofstede (desired and desirable values). Active approach and principles of determinism (S. L. Rubinstain, A. C. Brushlinskiy) and interiorization (L. S Vigotskiy, A. I. Leontiev), systemic approach (B. F. Lomov, B. N. Rizhov) are used in the experimental part of the research work. Psychological neoformations are educed by means of the diagnostic test proposed by P. V. Stepanov, D. V. Grigoryev; I. V. Stepanova.

Results. There have been visible changes in the profiles of children after the experiment held. It is found out that value system formation in childhood is influenced by the development of higher cognitive processes. This formation can be accelerated by specially organized social cultural and learning environment that widens children’s understanding of the world they live in. As a result they start finding sense and realize values. There appears a transfer from knowledge to self-regulation behavior.

Scientific novelty. Pilot data got during the experiment prove the model is an innovative method of pedagogical interaction and a «practical tool» for teachers. Four algorithms are developed to support cognitive, emotional and volitional processes, including thinking for accelerating the formation of values of children 4 to 6 years old.

Practical significance. The suggested model is particularly suitable for use in multicultural and heterogeneous social composition groups. 

Introduction. The publication is devoted to the problem of the use of ethnopedagogical technologies in physical training of school students.

The aim of the research is to describe a new approach to the organization of physical education of school students considering regional specifics of physical development of children and teenagers, climatic conditions of places of their accommodation and national peculiarities of pupils.

Methodology and research methods. The pedagogical experiment has become the main method of the research presented in article. Somatometric and functional measurements of physical parameters of school students and the indexes characterizing their physical development were taken at the beginning and the end of the experiment, taking into account the standard technique and the requirements of Scientific Research Institute of Anthropology of Moscow State University. The following indexes were calculated: Pignet’s index that defines proportionality of development and strength of a constitution; vital and power indexes. The efficiency of the ethnopedagogical technologies included in the program of physical training came to light by means of the quantitative and qualitative analysis of the obtained experimental data. Reliability of distinctions between indicators in experimental and control groups of examinees was estimated by nonparametric methods on use of criterion of Mann – Whitney.

Results and scientific novelty. The inclusion of elements of the Buryat national sports into the program of variable school physical education classes at schools of Baikal region is proved. The program of a school course of physical training which is based on use of ethnopedagogical technologies is developed. Positive results of physical development of school students when using an author’s technique are received.

Practical significance. The offered innovative program expands a training material on physical culture at school and can be used in other educational institutions of the region and our country in general. 

Introduction. The increasing level of technicalization of life and the interest increase towards art highlight a teaching problem in modern Russia of the subjects connected with development of the heritage left by masters of last eras and works of modern writers. It is necessary to provide both new forms and methods of teaching, and judgment of the ways of conducting educational process existing earlier.

The aim of the research is to identify specific features of academic subject formation patterns, in particular, the forms and stages of transitioning from random aesthetic knowledge acquisition («perception of beauty») towards more comprehensive curricula saturated with visual and factual information; and the nature of subject-specific tuition.

Methodology and research methods involve the retrospective analysis of the archival materials, documents and other sources concerning the declared subject; generalization and projection of experience of the past to modern realities.

Results and scientific novelty. The problems of studying of art tuition are considered at the earliest stage of teaching – in the 19th and early 20th century. Educational processes in various educational institutions as secular (Academy of Arts and universities), and religious are described (theological academies and seminaries). The materials of the first congresses of architects and artists, programs of art and pedagogical circles of the beginning of last century and the content of works of certain researchers are analysed. Basic changes in the relation to use of additional illustrative material are shown. Repeatedly expressed public requirements about familiarizing of pupils with art in voluntary to a facultative form are noted.

Gradually developing orientation of educational process to teaching history of art is reflected. Poorly studied process of development of works of art within the subject «Church Archaeology» in spiritual academies and seminaries is presented and investigated. Existence of interest towards the monuments of church art in spiritual educational institutions and its earlier denied consecutive development is revealed.

Practical significance. On the one hand, the contradiction between the increasing content of teaching history of art, its ambiguity, diversity is formulated; on the other hand, opportunities of perception of so complex material by pupils. The question of need of permission of this contradiction inherited by modern programs from the teaching methods existing earlier which are still used in specialized and non-special educational institutions is raised. 

Introduction. The problems of stimulation cognitive activity and improvement of student learning motivation are of interest for many Russian and foreign researchers. One of the approaches to solve these problems, actively implemented in educational process abroad, is peer tutoring. Peer tutoring is a form of collaborative learning based on the models of student interactions organized in pairs or groups with shared roles «peer tutor- tutee».

The aim of the study is to analyze effective models of peer tutoring used abroad, to develop alternate models and apply them while teaching reading and translation at foreign language lessons in non-linguistic university.

Methodology and research methods. Peer tutoring is studied by using both qualitative and quantitative research methods such as data collection, analysis and generalizations along with the experiment and observation.

Results and scientific novelty. As a result the peer tutoring models have been developed and implemented within the regular classroom settings while teaching reading and translation to students in non-linguistic university. The offered models of tutoring involve preparation realities of the Russian higher education institutions; meanwhile, there are no special centers of mentoring with separate teaching staff and psychologists in foreign universities. The advantages of peer tutoring over traditional forms of education and a group form of work when students solve a problem are designated, but their roles are not accurately distributed. The undertaken experiment lasted for two years, showed that peer tutoring advantages in foreign language training consist in the following: firstly, such way of lessons allows teachers to avoid time-losing monotonous reading and translations of texts discouraging students; secondly, exchanging opinions, students study each other and gain skills of estimation of personal and others' work; thirdly, interacting in pairs or small groups, pupils are more active, than during the independent work or work organized by the teacher, they react to the arising educational situations; finally, such training considerably solves a problem of shortage of class periods on teaching the subject "Foreign language" as students manage to cope with much large scope of a training material as compared they manage to make during the traditional organization of an educational process.

Practical significance. The obtained data contribute to the study of educational problems of adaptation and motivation, and can be used in teaching foreign languages as well as major subjects at higher educational institutions.