Introduction. The main objective of the professional standard, systematizing the work function of a teacher, is to describe not personal qualities of teachers but the process and outcome of their activities. The logic of the development of the professional standard involves the analysis of teaching activities and evaluation of its results, which should possess the properties of measurability and diagnosability.

The aim of the present publication is to identify praxiological foundations of the professional standard of the teacher via a comparative analysis of the requirements and fundamental concepts of praxeology – a General theory of successful activities developed by domestic and foreign authors and reflected in monographic and dissertation researches.

Methodology and methods of research. Methodological basis of research is the ideas of system, activity and praxiological approaches.

Results. The authors prove that pedagogical praxeology as the science and practice of effective organization of pedagogical activity is a new mechanism to describe the characteristics of pedagogical activity and formation of complex of professional portrait of the teacher. Pedagogical praxeology as the mechanism: establishes the framework of competences of the teacher; defines the requirements for structured content, conditions and quality of work of the teacher, their qualifications and competences in the field of professional activity; provides the necessary compliance awareness of teacher’s requirements; describes methods of assessing the development of competencies of teachers; promotes the involvement of the teacher in the task of improving the quality of education; serves as the basis for constructing a continuous trajectory of increasing level of professional training of each teacher.

Scientific novelty. The content of professional standards from the standpoint of the praxiological approach is investigated; conceptual ideas of praxeology, defining role and position of praxiocentralism in the professional standard are highlighted; criteria and indicators of an estimation of labour activity of the teacher from the point of view of its efficiency and effectiveness are given.

Practical significance. This study contributes to the solution of theoretical and practical problems of correlation existing Federal educational state standards (FESS) and professional standards. This is especially important due to the possibility of subsequent approval and implementation into the pedagogical practices of the next generation of FESS developed on the basis of professional standards. 

Introduction. Specially organized complex of the scientific research directed to obtaining the reliable advancing information about development of pedagogical members is necessary for the development of educational policy, the strategy of development for educational systems, and methods of management of quality of pedagogical activity at different stages of education. The result of the educational management of professional and educational process is caused by the quality of pedagogical design. In turn, the quality of pedagogical forecasting is a factor determining the overall effectiveness of management through the pedagogical design.

The aim of this article is to describe the model that allows applying the rate of competence formation as a tool of educational management and providing the advanced level of education. Methodology and research methods are based on pre-competence and context approach, which supposes the content selection as a set of competencies and designing the educational and professional process with the use of the rate of formation of ability and readiness (competency) as a tool of teaching management.

Results. The author states socio-pedagogical contradiction, which is in acute shortage of predictive tools in the management of the educational process. The article describes terminology and empirical mathematical models that underpin pedagogical management of the educational and professional training of students that provides the advanced level of formation of organizational and managerial competence.

Scientific novelty. The author clarifies the concept of the advanced level of education; introduces the term of the rate of formation of competency; proposes a new model to solve the problem of predicting learning outcomes and timely management influence by managers of education at all stages of the design and functioning of the educational system in the conditions of implementation of competence-based approach in the higher school, providing the advanced level of education.

Practical significance. Presented in the article the model and the methodology of its application can be used for the specification of functions of management of the educational and professional process in the design and diagnosis of the extent of achievement of objectives of teaching students’ organization and management activity of advanced level. 

Introduction. Subject position of a personality is the phenomenon that determines self-activity, identity, sovereignty, and positive dynamics of selfdevelopment, self-education, self-training and self-realization, i.e. those qualities which are necessary for a modern expert. Therefore, the development of the concept of formation and development of a subject position of a future expert during his/her vocational training is an urgent scientific and practical task.

The aim of the present research is to prove theoretically the following issues: regularities of a formation process of a subject position of a student of a higher education institution; principles reflecting features of functioning of subject space; and requirements shown to the organization of this pedagogical process.

Methodology and research methods. The methods involve the analysis of philosophical and psychology and pedagogical sources on the research problem; transspective, phenomenological, psychological, comparative, system, and structure-functional types of the analysis; deductive and inductive methods; comparison, generalization, synthesis, and abstraction.

Results and scientific novelty. The concept «student’s subject position» is redefined; the concept includes such features as polysystemacity, multidimensionality, and multi-functionality. The characteristics of a person with a subject position are summarized; special attention is paid to his/her personal characteristics. The regularities of formation and development of the subject position of the student caused by internal mechanisms of self-updating, self-organization, self-development and self-improvement are found out. It is testified that these regularities are shown in the system of various social relations; depend on external impact, integrity and unity of a teaching and educational process; those regularities are characterized by heterochronism, emergence, and evolving. The research enables to present an overall picture of design, organization and realization of the continuous didactic process of a subject position formation.

Practical significance. The thesis and conclusions of the article can be used to improve the modern concept of the subject position formation of students in the university educational space. 

Introduction. Nowadays, repeatedly increasing migration flows connected with labor international migration and cocurrent frequent ethnic conflicts directly touched upon the education as intolerance to representatives of other cultures is most considerably shown among youth. Taking into account those processes, the problem of teachers’ training capable to cope with their professional duties in the conditions of ethnic and religious variety is brought into focus. Polycultural competence of the professional standard of the teacher is counted as a basic one. At the same time, the components of polycultural education are insufficiently fully and accurately registered in obligatory results of development of the main programs of pedagogical specialties.

The aim of the present publication is to discuss the need of subject content changes of teachers’ vocational training at Federal University taking into account the specifics of the multinational regional environment and justification of expediency of regular diagnostics development of polycultural competence among future teachers for dynamics tracking of the planned personal new growths and their timely correction.

Methodology and research methods. The research is based on cross-cultural, theoretical and activity-based studies as the most relevant ones for the present stage of professional and pedagogical training. Theoretical and empirical methods of studying of formation of components of poly-cultural competence of students are used; interviewing and questioning of students, methods of quantitative-qualitative and content analysis are applied.

Results and scientific novelty. The experience of complex diagnostics of level of polycultural competence of students of pedagogical specialties of the Siberian Federal University is presented (Krasnoyarsk). The analysis of monitoring results served as basis for creation of the model of components formation of this competence which is obligatory for a teacher carrying out the professional activity in the multinational and multireligious environment. The mechanisms of the organization of development of poly-cultural competence are described at the target, substantial, personal, strategic, organizational and technological levels.

Practical significance. The research materials will be useful for educators to improve the quality of teacher training in terms of multicultural competence formation; school teachers working in multinational classes with migrant children whose training requires not only knowledge of the subject, but also the ways of socialization judging from national or religious specifics. 

Introduction. Present scientific and innovative education programmes focus on the development of applied research in priority areas of industry, cross-industry and regional development. Implementation of such programs is most effective along with the network organization of the process of training. In accordance with the Federal Law on Education in the Russian Federation, this model of networking as «educational institution – educational organization» is a very convenient form of academic mobility realisation.

The aim of the present paper is to analyse the model of interaction of the networking postgraduate training programmes at Krasnoyarsk State Medical University named after Prof. V. F. Voino-Yasenetsky and Medical School of Niigata University (Japan).

Methodology and research methods involve theoretical analysis of the scientific outcomes of implementing a networking postgraduate training programme, comparative-teaching method, generalization, and pedagogical modeling.

Results. The mechanisms of developing the partnership between universities of different countries are detailed. The experience of network international education in a postgraduate study is presented. The presented experience allowed the authors to develop an integrated strategy of cooperation with foreign colleagues in this direction. The advantages and problems of use of a network form of training of academic and teaching staff in a postgraduate school are revealed. The proposals and recommendations on optimization and harmonization of the purposes, tasks and programs of network interaction of the educational organizations are formulated.

Practical significance. The proposed materials of the publication can form the base for creation and designing of an effective system of postgraduate education and competitiveness growth of the Russian universities. 

Introduction. The study is complex and extremely topical in modern society and social and cultural reality. The problem is challenging because the pedagogical assistance in self-determination in trade occupations gives a great opportunity to achieve a high level in personal development, in modern production, and in society as a whole.

The aim of the study is to develop a concept of pedagogical assistance in self-determination of high school students in the field of trade occupations. Methodology and research methods. The solution of the problems and test assumptions have been provided with the help of the following methods: theoretical analysis of philosophical, psychological, sociological and pedagogical works; diagnostics; observation; archival research; taxonomic qualimetric; pilot, ascertaining and educational experiments; methods of mathematical statistics.

Results. The research shows a positive change in creativity, reflexivity and values of high school students in experimental groups. In certain conditions the process of self-determination in trade occupations has been successful.

Scientific novelty. There has been developed a scientific concept of pedagogical assistance in self-determination of high school students in the field of trade occupations, which includes the structure, functions, laws and principles, factors, pedagogical conditions and a mechanism to ensure the effectiveness of the selfdetermination process; technological and reflexive foundations of this process.

Practical significance. The results of the study can be used in secondary general and vocational education, training, retraining and refreshment courses for teachers, graduate students, tutors and is to create preconditions for pedagogical support for self-determination of high school students in the field of trade occupations.

Introduction. The Internet has become the powerful environmental factor of formation of the personality of modern young people exerting far ambiguous impact on them. Obviously, blurring of temporary and spatial distinctions between people thanks to the Internet resources look positive and very convenient for expeditious personal, social and business communications, essential simplification of search of necessary information, a possibility of distance learning, receiving the services «without leaving the house», etc. At the same time, the problem of the Internet and addictive behaviour among teenagers and young people, who are most vulnerable for any negative impacts by the reason of age immaturity, is becoming more and more urgent.

The aim of the present publication is to study the problem of the correlations of the Internet addiction with coping and deviant behaviour of students, as well as the design the process of psycho-pedagogical correction of the Internet-addictive behaviour of students.

Methodology and research methods. The leading research method is psychological-pedagogical observation. Questionnaire survey and psychological testing enabled to identify the interdependence between the Internet addiction, constructive ways of coping (confrontation, escape-avoidance) and deviant behaviour of students.

Results and scientific novelty. The concept «Internet-addictive behavior» is redefined. Methodological approaches to the study of the Internet addiction interrelated with coping and deviant behaviour are presented and summarized. Individual-psychological characteristics of the Internet-addictive young people are studied out; a psychological portrait of the personality of the Internet-addictive students with given characteristics, personality traits, accentuations of character, social and emotional intelligence is worked out. The aims, tasks, principles and methods of correction of individual students with tendency to the Internet addiction are designated.

Practical significance. The provided materials of the article are of practical value for psychologists, teachers-psychologists of the education system, working on the problem of psychological and pedagogical support of students and the implementation of development programs, and correctional-developing. 

Introduction. One of the tendencies of modern higher education is the ubiquitous use of information and communication technologies. At the same time, the functioning of the electronic information and educational environment (IEE) of the university should be based on the means of IEE and the condition of its information security.

The aim of the research is conceptualization of a problem of the rational organization of the safe information and education environment of higher education institution wherein reliable protection of its infrastructure, the personal and unique information of a pupil and teacher and virtual space of their educational interaction is provided.

Methodology and research methods. System-based approach is a key approach to organization of safe educational environment of the university. From the point of view of authors, personal-activity and functional approaches are expedient while designing and development of a safe IEE. Socio-historical and theoretical-methodological analysis, modeling, research and synthesis of experience of effective application of the systems approach in educational professional organizations are used.

Results and scientific novelty. The concept «safe information educational environment of the university» is specified wherein the first word has to express a predominant quality of the system. Creating a safe information environment in educational professional organizations provides a convenient and safe educational environment in the process of professional training of university students. The components and directions for the organization of the safe IEE are highlighted. Practical recommendations for its design and successful functioning are given.

Practical significance. The materials of the present research can be demanded by managers and administrative employees of educational organizations. 

The aim of the article is to prove and disclose the essence of the author’s technology of educational events designing.

Methodology and methods of research. Methodological basis of work is humanitarian approach. The method of pedagogical modeling was used for the model development of educational events influence on pedagogical activity formation. The content analysis of texts descriptions, case-study method, expert estimations of event projects were applied as the main methods of efficiency confirmation of the technology of educational events design.

Results and scientific novelty. The characteristics of an educational event are emphasized by means of an empirical way: opening (what a person opens for himself); generation (a result of a personal action); and participation in creation of something "new" (new communications, relations and experience). The structure of technology of educational events design including work with concepts (an educational event), substantial and procedural components is presented. The technology of educational events designing is considered as the process of the well-grounded choice of designing technologies, mutual activity, pedagogical communication, components of educational activity: contents, methods, means, and organizational forms depending on educational aims due to age-specific peculiarities of participants of the educational event. The main conditions providing successful use of the technology are the involvement into joint cognitive activity of all its participants and importance of the events for each of them that qualitatively change the nature of a cognitive process and generate real transformations of the reality.

Practical significance. The author’s experience in teaching testifies to introduction of the module «Technology of Design of Educational Events» into the basic educational subject-module «Design Competence of the Teacher» (degree program «Pedagogical Education»), considering this module as a compulsory one for design competence formation of a future teacher. Obviously, training in design only during classroom activities without participation of children is impossible. The involvement of future teachers into joint activity with children on development and implementation of projects can turn routine school actions into educational events, to create real conditions for improvement of quality of preparation of students of pedagogical higher education institutions.