Introduction. Nowadays, according to the tendencies of education modernisation, an interdisciplinary approach is taking a leading role, based on deepening the links between education and science, which is the most acute problem in the conditions of large amounts of scientific information. The implementation of the interdisciplinary approach is based on the methodology of modelling using information technologies, as a methodology of a new post-industrial stage of scientific culture of research in the digital age, which is of fundamental importance in modern teacher training.

The aim of the present article is to investigate the aspects of modelling methodology using information technologies in the implementation of an interdisciplinary approach in the training of students of pedagogical specialties.

Methodology and research methods. In the course of the research, a modelling methodology, a systematic approach, the analysis and generalisation of the results of academic works on the implementation of interdisciplinary, cultural, and meta-subject approaches in education were employed.

Results and scientific novelty. The authors conducted the analysis of interdisciplinary approach (interdisciplinary integration) as a leading trend in post-industrial education. It is justified that interdisciplinary training, implemented on the basis of modelling methodology, is of fundamental importance in the formation of general-cultural scientific ideas among students and in their awareness of science as the ideal scientific knowledge. Various aspects of modernisation of teacher training based of modelling methodology are investigated. The main peculiarities of implementation of cultural and meta-subject approaches in the selection of the content of profile training of future teachers are identified. It is revealed that interdisciplinary courses play an important role in the implementation of the interdisciplinary approach. The didactic and methodological principles for the development of model-theoretical interdisciplinary courses for future teachers are established. It is demonstrated that in accordance with the modelling methodology, the main didactic goal of such courses is to teach the implementation of stages for investigating solutions of research problems (objects of processes or phenomena) using information technologies.

Practical significance. The materials of the article contribute to the implementation of the interdisciplinary approach in the content of training of students of pedagogical specialties. Also, the research findings might be useful for both theorists of education and for teachers, who are engaged in professional training of students of pedagogical specialties, and all those who are interested in the further development of educational system.

Introduction. Nowadays, it is hard to consider higher education of the 21st century without the global context. The increasing globalisation opens up many opportunities for higher education development, while becoming a challenge to national systems for the training of qualified professionals, including teachers. Thus, the internationalisation of teacher education is currently becoming one of the global trends.

The aim of the present research was to investigate the state of involvement of future Russian educators in the processes of academic mobility.

Methodology and research methods. The research is based on the theory of internationalisation of education in the conditions of increasing globalisation. In the course of the research, the authors used a mixed toolkit: analysis and generalisation of academic publications, statistical data (the Eurostat working papers and OECD’s reports) and sociological survey. 1714 students of the universities of Siberia took part in the sociological survey.

Results and scientific novelty. The analytical reviews of literature revealed the shortage of academic publications on the problems of internationalisation of pedagogical education and the lack of statistics in the Russian Federation on the academic mobility of future teachers. Based on the results of theoretical analysis, the levels of study of academic migration of students of pedagogical specialties were determined – geopolitical, organisational and personally-oriented. A questionnaire has been developed to ascertain the degree of academic mobility of students. This questionnaire includes scanning the portfolio of respondents, finding out their status and motivation to participate in the internationalisation process and academic exchange programmes. The analysis of the results demonstrates the low level of involvement of students of Siberian universities in the academic mobility programmes against the background of their high degree of readiness to study at other universities, including universities abroad. The reasons for non-involvement are identified.

Practical significance. The recommendations for changing the critical situation are proposed. It is highlighted that academic mobility should take an important place in both the curriculum of Russian universalities and the individual educational routes. It is necessary to support academic mobility and form a new teacher’s professional identity in the global context.

Introduction. The strive for high quality of Russian higher education, puts an emphasis on seeking the ways to improve it in the line with the topical Global educational agenda. In the context of this study provision of high quality education is defined as managing students experience in and out of the classroom as an integrative whole which is indispensable for maximising educational outcomes. Though Russian universities have a steady intake of international students on mobility programmes, there are not enough studies modelling the application of these dimensions in Russian academic setting. The current study seeks for the pathways to overcome this gap.

Aim. The article is targeted to rethink the strategy of managing high quality education for international students and to work out and test an integrated model for the educational quality enhancement regarding two critical dimensions of their university training in curricular-related and co-curricular areas.

Methodology and research methods. Mixed research methods were utilised. Individual interviews and a survey with close-ended and open-ended items were used to find out challenging issues impeding the development of high quality education offered in curricular and co-curricular related dimensions. Classroom observation, peer experts opinions and content analysis of the courses taught and their outcomes evaluation were applied at the University of Tyumen, being 5-100 project participant, to indicate the components, pedagogical toolkit and competencies for high educational quality of international students.

Results and scientific novelty. The developed integrated model for high educational quality provision included the main interrelated curricular and co-curricular components of quality enhancement. They involved the designed up-to-date academic Russian course; teacher-student interactive support, socio-cultural and intellectual engagement such as “buddy” scheme studentto-student support, discussion workshops on intercultural awareness of students and teaching staff. Teaching methods of reflection, critical analysis, confirmatory feedback, communities, project-based and action oriented learning, group discussions, language tandems were proposed. Major competencies for international students’ curricular-based and co-curricular educational quality were suggested: critical reading and reflection, academic writing, negotiating, argumentation, logical cohesion, intercultural and cross-cultural awareness, conflict avoidance, tolerance to ambiguity.

Practical significance. The integrated model can be applied for road-mapping the action plan of international policy at any university in Russia to provide high quality education for international students.

Introduction. Modern high school should serve the needs of an innovative knowledge society based on the humanistic ideas, the introduction of digital pedagogy, the inclusion of didactic innovations into the educational process and the active use of practical-oriented technologies.

The aim of the present article is to present and analyse the technological resources of higher education, revealing the educational potential of project training, smart technologies and event-based pedagogy.

Methodology and research methods. The methodological framework of the present research is based in the humanistic, system and activity approaches, reflecting the essence of the development of modern education. The main methods involve the analysis and generalisation of the theory and practice of interactive technologies, studied by foreign and Russian scholars.

Results and scientific novelty. The trends towards the modernisation of higher education and the factors of achievement of higher quality of preparation of students for professional activity are determined. The technological resources are considered as a key component of education and professionalisation of the future specialist. Project technology is highlighted as an advanced technology in education, as it accumulates cognitive practices, which stimulate the solution of cognitive problems; encourages and intensifies autonomous activities; provides an opportunity to visually and fully present the product of educational work. Students’ educational purposes in the project are formulated and described: acquisition of actual knowledge, self-assessment experience and expert assessment; development of research skills; portfolio development.

Smart education technologies create the following unique opportunities for training: activation of the complex of students’ cognitive and creative abilities, prompt response to changes in the external environment; formation of practical personality skills to interact on social networks, to communicate in distance education, to work with electronic information resources, to create and manage personal knowledge databases, etc.

Event-based education is demonstrated as a resource of open and free education and as a process of students’ unique and fascinating creative work, which is created by the joint efforts of teachers and students.

The diffusion of interactive technologies and ICT tools in higher education is changing the organisation of training and the quality of the educational environment, taking into account the principles of cooperation and openness, gaining flexibility and personal orientation.

Practical significance. The rapid process of continuous technological improvement of the entire range of life activities, latest advances in the field of electronics and growing flows of open-access information significantly change the content of vocational education and its methodological tools. A prerequisite for the productive use of technological resources in the educational process is their adaptation to the main tasks in higher education, which aim to prepare a person for real and future life, to solve pressing socio-economic and sociocultural issues facing society.

Introduction. The relevance of this study is determined by the increasing role of the interaction of the educational organisation and the family in the process of students’ education. In the current study, the relationship between the modern Russian family and teachers are considered through the prism of the concept of “social representation”, which is interpreted as a subjective representation of teachers about the family of students in terms of certain attitudes towards the family. The students’ demonstrated behaviour was selected as one of the factors influencing social representation of the family through its perception by teachers from the standpoint of well-being / ill-being.

The aim of the present research is to consider the phenomenon of social representation of the family through its perception by teachers from the standpoint of well-being / ill-being as a reflection of the demonstrated “prosocial / deviant” form of behaviour among students in grades 7–11.

Methodology and research methods. As the main research methodology, a systematic approach to the phenomenon under consideration was used, within the framework of which the relationships and the influence of the factor of perception by teachers of the family (functional / dysfunctional) and their attitude to the demonstrated behaviour of the adolescent (deviant / prosocial) were considered. The collection of empirical material was based on a comprehensive author’s sociological study conducted by the authors in the period 2017–2019 in the Sverdlovsk region. A questionnaire survey, focused interviews and testing were used as the methods for collecting sociological information. The collection of primary sociological information was carried out by questionnaire survey among students in grades 7-11 and their class teachers, as well as by conducting focused interviews with teachers, who are class teachers in grades 7–11. The survey of teachers was carried out using Internet technologies (online). A secondary analysis of sociological data was conducted using mathematical statistics (in terms of correlation and analysis of variance ANOVA / VANOVA) using tools MS Excel, IBM SPSS, Statistic for Windows 5.5.

Results. The authors found out the discrepancies between the social representation by teachers of the educational organisation of family perception and the transfer of teachers’ ideas about the state of the family to the perception of the behaviour of adolescents 13-17 years old (as deviant or prosocial). In the course of the analysis of the obtained data, it was determined that the teachers’ perception of the student’s family as functional / dysfunctional is determined by their social ideas based on the attitudes of the professional group through the dominance of such signs of well-being as complete / incomplete family, parents’ education, employment and their material security. It was also determined that the backbone factor of family well-being in the teachers’ picture of the world is the interaction of the family and the school. The higher the levels of family interaction with the school, the more educators evaluate this family as functional. At the same time, the inconsistency of these attitudes of teachers was revealed. The models of representations by teachers of a functional, dysfunctional and semi-functional family on the basis of empirical data are described.

Scientific novelty. For the first time, the authors of the present publication have analysed the state of the modern Russian family in the terms of social representation and the definition of its well-being / ill-being through the prism of perception by educators of the student and his or her inner circle. The characteristics of a functional and dysfunctional family are described based on the teachers’ representations and the manifestation of deviation or prosocial behaviour in adolescents 13-17 years old.

Practical significance. The authors make an attempt to take into account the errors in the perception by teachers of adolescents 13-17 years old, who exhibit deviant / prosocial behaviour, and representations of their families. Taking these errors into account makes it possible to identify “errors” in the educational work of educational organisations based on the provision of real assistance to the family and students. The essence and relevance of the correction of teachers of educational organisations when compiling a “family image” are scientifically proven (with the exception of the professional community’s orientation on the dominance of the factors of well-being / ill-being). The directions of the development of the educational activities of educational organisations are determined, taking into account the erroneous perception by teachers of families and the further prevention of deviant behaviour of students aged 13-17.

Introduction. Globalisation, openness to innovation, implementation of digital content, realisation of competency-based approach in modern education generate a consistent tendency towards strengthening of the role of educational technologies (ET) in different types of professional pedagogical activity, reinforcing pertinence of their application at all levels of education. Mastery and efficient use of a wide range of educational technologies have expanded the opportunities for educators to use productively traditional pedagogical and digital information technologies in order to obtain the guaranteed intended (expected) educational outcome. The interest of researchers and practitioners in selection, design, implementation and evaluation of effectiveness of educational technologies in higher educational institutions is evidenced by the increase in the number of publications suggesting various points of view on the use of such technologies within the educational process, in educational communications and in professional and personal development of students. The search for the most effective means of training of the new generation of specialists to achieve academic and technological breakthrough in Russia has increased the significance of systematic scientific information on modern educational technologies used in higher education institutions.

The aim of the current research is to present the results of review and systematisation of research information on theoretical foundations of development and application of educational technologies in Russian and foreign higher educational institutions.

Methodology and research methods. Analytical review has been prepared based on systematisation and generalisation of foreign and Russian scientific publications dedicated to the issues of design and use of educational technologies in the higher educational practice. 319 sources published since 2010 and included in Web of Science and Scopus research and citation databases as well as in the Russian Science Citation Index have been analysed. In order to achieve the set objective, authors have used such methods as content analysis, systems analysis, comparative analysis and benchmarking, terminological analysis, context analysis, generalisation and systematisation, analytical grouping, as well as methods of mathematical statistics.

Results and scientific novelty. The article contains the results of analysis of Russian and foreign publications based on the following: 1) levels of presentation of research information (theoretical, theoretical and experimental, empirical); 2) attributes and properties of educational technologies; 3) approaches to selection of classification principles of educational technologies; 4) capabilities of educational technologies to shape academic, communicative and professional competency of a specialist; 5) criteria for evaluation of effectiveness of application of ET in the higher educational practice; 6) preparedness of teacher of higher educational institutions to develop and apply educational technologies. It has been established that Russian authors are still more oriented towards describing the characteristics and algorithms of predominantly traditional educational technologies and their applicability, evaluating their effectiveness through influencing students’ professional and personal development and competent communication. Foreign authors prefer to assess how widely applicable digital educational technologies are (within the boundaries of the educational organisation and beyond), measure students’ acceptance of educational technologies and their effectiveness through the impact on improvement of educational quality. Statistically significant differences were identified for all considered functional characteristics of educational technology in Russian and foreign publications, with the exception of “Student Attitude to Educational Technology”. Both Russian and foreign authors in the last 5 years have increased their interest in mixed educational technologies and in the problems of integrating traditional and digital technologies in higher education. In Russian journals there is an increase of the number of publications about the digital technologies, and in foreign publications there is an increase in the number of publications on traditional technologies, resources and conditions for improvement of effectiveness of educational technologies.

Practical significance. The materials of the article can be used in the higher educational practice and in further research on development and application of educational technologies in Russian and foreign higher education.

Introduction. The formation and implementation of the national teacher growth system (NTGS) in the Russian Federation involves global practices, which are based on effective teacher professional development models. The present research analyses approaches and models used in the training and continuing professional development of teachers in Hong Kong and Finland.

The aim of the current article is to identify the meaningful issues of the formation of a teacher growth national system in the context of the best foreign experiences, as well as to reveal the possibilities, which allow applying these effective experiences to Russian realities.

Methodology and research methods. In the course of the study, the authors relied on a socio-cultural approach to the organisation of the additional professional pedagogical education, the concept of continuing and non-formal learning throughout life, as well as methodological approaches and methods developed and applied in comparative pedagogy. Understanding and summarising the content of the research materials was carried out on the basis of a comparative retrospective analysis with a search depth of 10-12 years.

Results. The analysis of effective models of teacher professional growth and development in Hong Kong and Finland has revealed the following similar positions: strict selection rules and requirements for teaching major and specialties; expanding the component of teaching practice in the learning process; inclusion of the research-based component in training programmes at university and post-graduate levels of teacher professional development; actualisation of the problems concerning specific groups of teachers; creation of continuing (life-long) teacher professional development systems; awareness of the special relevance of “entry into the profession” programmes as a dynamically developing component in the teacher continuing professional growth; creation of specific motivation mechanisms for successful professional teaching activities, which are based on national historical and cultural characteristics and values.

Scientific novelty. The main stages, modules, key characteristics of teacher professional development models in Hong Kong and Finland are analysed systematically. The peculiarities of teacher professional development practices, which are widespread in Anglosphere, are revealed in terms of Hong Kong realities. The motivation mechanisms for effective teacher professional activities, which are based on national cultural and historical values, have been described. The similarities and differences in the application of these mechanisms are demonstrated.

Practical significance. The results and conclusions of the research undertaken by the authors can be put into the basis for further reforms aimed at the formation and implementation of the teacher growth national system in the Russian Federation. Also, these research findings have important implications to create the mechanisms for adapting teachers to changes and to increase their motivation for continuing professional growth.