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This paper presents the search for solutions for the modernization of textbooks on physical culture. Technological progress is gaining momentum every day, making yesterday's advanced solutions obsolete today. Such challenges require a number of measures on updating the manuals and the entire teaching process. In the paper, we analyzed the available textbooks for high school students: as a result, we discovered the problem of the course content itself, which could not meet the needs of the modern information society or fulfill the tasks that were set in the Federal Law for physical culture. Thanks to this study, we were able to identify the students' key needs in knowledge related to physical education, as well as to understand what format of material presentation is currently the most effective. We considered a completely different approach not only to the learning process itself, but also proposed a conceptually new model of a training manual on the subject, which, in our opinion, cannot consist of just a textbook today. The text format is necessary, but only as a kind of base for a course, while the main tools should correspond to the level of technological progress. That is, a modern textbook should be a set of certain tools that contribute to better mastering the material, and this can be achieved only by taking into account the current trends in information dissemination. This paper is devoted to the definition and implementation of these tools in the educational process. [ABSTRACT FROM AUTHOR]

The relevance of the study of the problem of formation and development of students' independence is due to the active formation of the digital educational environment in the conditions of unknown consequences and risks of students' adaptation to the conditions of life in the digital world. The purpose of the study is to identify the risks of students' adaptation to the conditions of life in the digital world in the context of formation and development of their independence in the digital educational environment, as well as to search for possible solutions to these problems. The study was based on the analysis of changes that have occurred in the communication sphere and educational environment due to the widespread use of electronic means of communication and information technologies. The solution is being searched when students activate the reserves of various models of information perception. The paper discusses the trends and consequences of the students' constant use of information support of the Internet, which ambiguously influences the development of their creative abilities. The study also revealed changes in the content and the transformation of teachers and students' ideas about self-educating activities. It states the problem of formation and development of students' autonomy in a digital learning environment. Aiming at solving the identified problem, the materials presented in the paper allow us to offer not only interactive opportunities and a variability of tasks aimed at the subject-oriented motivation of students, but also the use of material sign-symbolic models that require individual manipulative activity. The authors developed the method of using contour objects and models, the scale and design of which provide for various operations with them using fingers, which helps to concentrate students' attention on their actions with objects. They also initiate individual creative activity and independence of actions. Fragments of training programs were prepared; experimental courses were conducted in the format of additional education in groups of students using specialized sets for constructing sign and symbolic models in the form of contour shapes. [ABSTRACT FROM AUTHOR]

The paper deals with the problem of organizing effective pre-service teaching practice for bachelor's students. Improving the quality of students' practical training is vital and could be based on the use of interactive teaching methods. The paper presents the typology and principles for organizing professional pedagogical internships aimed at students' personal development and preparation for professional world. This problem is considered in the framework of activity-based approach where key elements are individual creativity, self-development and self-actualization acquired through active learning. The paper also reveals the goals and objectives for all types of professional pedagogical training, and provides examples of their implementation. It is shown that pedagogical training during pre-service teaching forms first professional students' experience and reveals a specific nature of educational work. [ABSTRACT FROM AUTHOR]

The paper represents the study of the ways of implementation of innovations into the system of foreign language teaching of university students. The most interesting issue is the innovative potential of a foreign language textbook. The authors give the arguments to prove the need to modify this means of teaching professional intercultural communication to ensure its individual, personal and competence orientation. The researchers analyze the main characteristics of modern textbooks on a foreign language, argue for the need to change their structure and content. The article gives the data of empirical survey of teachers' attitude towards a modern textbook of a foreign language. Modern trends in education that require changes in the design of the textbook are as follows: informatization, digitalization, intercultural orientation of the educational process, focus on personal self-development and national selfidentification of the students. It is necessary to specify the characteristics of an "open-type foreign language textbook", its specific features. There is an attempt to distinguish the content and structural organization of the open textbook from traditional teaching materials. [ABSTRACT FROM AUTHOR]

The relevance of this study lies in the need to create learning materials that meet the needs of modern society in the field of teaching foreign languages, and the Japanese language, in particular. The role of a Japanese language selfstudy book is especially growing in the context of distance learning as well as lifelong learning and supplementary education that have been in demand in recent years. This paper analyzes the conceptual foundations of a self-study book of the Japanese language and their implementation in the self-study book by M.N. Mizgulina "Japanese: The Best Self-Study Book" designed for beginner Japanese language learners. The analysis of the methodological literature on the problem of creating textbooks reveals the following: 1) the self-study book "Japanese: The Best Self-Study Book" was developed on the basis of modern methods and approaches, 2) it aims at achieving learning outcomes, and 3) it allows individualized learning to be fully implemented. The results of the analysis of conceptual foundations and their practical implementation in this self-study book at various levels (e.g., methodological, goal-setting, learning content, structure, communicative development, sociocultural development, language-specific features) demonstrate that "Japanese: The Best Self-Study Book" can be used as a model for creating self-study books for subsequent levels of Japanese language learning. [ABSTRACT FROM AUTHOR]

The implementation of the Federal State Educational Standard of Higher Education 3 ++ requires devising individual curricula for students with regard not only to the demands of the federal and regional labor markets, as well as of the academic community, but also to the educational needs and interests of students themselves. In our opinion, at a time of shortage of teaching staff, including the system of preschool education, the devising of individual curricula and related to their implementation individual educational trajectories of students will increase motivation for learning that provides them with the opportunity to purposefully choose an individual path of development and self-improvement. The aim of the given paper is to present the bases for projecting individual educational trajectories of future teachers of preschool organizations, consideration of which will create the most favorable conditions for motivation, self-management and self-development of students; will determine effective methods and technologies of their education by individual educational trajectories. The methodological framework for determining the bases for projecting future preschool teachers' individual educational trajectories includes systematic and competency-based approaches. The key method of the research is the general scientific method of analysis of scientific pedagogical literature and regulatory documents in the field of higher and preschool education. To conduct pedagogical expertise of the bases for projecting individual educational trajectories, the method of group expert assessment is used. The presented bases for the projecting of future teachers' individual educational trajectories comprise the consistency of the requirements of basic regulatory documents in the field of preschool education and provide a more comprehensive approach to the selection and contents of elective modules, as well as increase students' motivation for learning and self-improvement in the professional field. The research materials can be useful for university administration and teachers while creating individual educational trajectories for bachelors who are professionally oriented on teaching in preschool establishments. [ABSTRACT FROM AUTHOR]

The relevance of the presented paper is related to the problem of creative competence formation in Information-Educational Environment of university. The "modern" teacher's personality is formed in a period of rapidly changing information-technological conditions of professional reality in school. The goals of education are changing very quickly, and teacher preparation programs depend on demand for the modern educational era. Russian and foreign practice of Information-Educational Environment of university development shows the tendency to growing ability in teacher training in quickly solving non-standard tasks in teacher education. The components of IEE of university provides the result of linking between previously learned and new patterns of teaching and learning activities, thus, creative competence in teachers is readiness to see real-life problems and to solve them in classroom by means of IEE. This issue presents the necessity of practical approach of IEE methods and tools implementation in activation the progressive creative self-development in future teacher. Creative competence in future teachers involves working in new conditions. Consequently, the modern IEE resources give the best opportunities to the ability for flexibly adjustment to the requirements of the educational system. [ABSTRACT FROM AUTHOR]

A large number of studies are devoted to the problem of professional adaptation of novice teachers. They emphasize various problems which must be overcome by a teacher at the initial stage of professional adaptation such as emotional exhaustion, professional crisis (Correa et al., 2015; Danilov & Schustova, 2018; Clandinin et al., 2015; Dicke et al., 2015; etc.). It is obvious that unpreparedness for complications at school not only increases the possibility of a teacher leaving the profession but also reduces his personal and innovative potential, worsens the quality of work with learners. This determined the relevance of this study. Based on empirical data, the article describes a predictive assessment of students- future teachers of the difficulties of their professional adaptation at an early stage of their career. It is shown that future teachers underestimate the “bureaucratic” and didactic difficulties, as well as such sources of overcoming the adaptation crisis as the support of the administration and the support of colleagues in comparison with working school teachers. The data obtained indicate that future teachers may not be ready to work in school, since they underestimate precisely those groups of difficulties that were identified as the most significant in the assessment of working teachers. The research results can be used to improve the quality of teacher training through the development of professional self-knowledge of prospective teachers, motivating them to self-education and self-development within the framework of new methods and ways of pedagogical education. [ABSTRACT FROM AUTHOR]

This research is devoted to the problem of transformation of modern teacher education in accordance with the present- day challenges. The article presents the analysis of methodological approaches to solving this problem, and the results of authors’ empirical study. The study was conducted at the Academy of Psychology and Pedagogy of the Southern Federal University. Ninety-five students of the profile “Primary Education” were tested. According to the results of the empirical study the actual training of primary school teachers is more focused on the formation of students’ professional hard skills competencies which contain fundamental knowledge in the field of pedagogy and psychology, pedagogical research, digital knowledge and skills. The hard skills of half of the respondents are at a high level of formation. Soft skills and self-skills competencies are less developed according to the basic level. The soft skills competencies contain developed systemic and critical thinking, self-organization and self-development and many others. The authors assume and reveal that the formation of self-skills competencies depends on the ability of a teacher to empathize with the students. The study revealed a very close relationship between the level of students’ self-skills competencies and the level of their empathy. The results of the initial stage of the study confirmed the need to develop an innovative model of primary school teachers training, built on the basis of the integration of practice- and fundamental-oriented approaches. The results of the study at the intermediate stage showed some growth of the level of competence formation among the students of the experimental group. [ABSTRACT FROM AUTHOR]

A survey of students and in-service teachers showed that the awareness of the need for professional self-development occurs already in the process of training at a pedagogical university. The question of finding tools to stimulate this process among in-service teachers remains open.The case study is based on a specially modelled real professional- practical situation to analyze and identify problem areas, search for alternative ways to resolve it, and select the most optimal and acceptable one for a particular respondent. This technology provides both the interiorization of knowledge already known to science and the acquisition of objectively new knowledge located in the subject area of the case being solved. Thus, the potential of a case study allows us to consider it as a real pedagogical tool for stimulating the professional self-development of a teacher. The purpose of the study is to identify this potential and describe a possible approach to its implementation to stimulate the professional self-development of a teacher-educator. The following methods were chosen: a review of scientific and methodological literature on the research problem; systematization of research ideas; questioning; generalization of empirical experience. A questionnaire survey of future and practising teachers showed their readiness to master this tool of professional self-development in the absence of experience in its direct use to solve the problem. The developed approach assumes a phased deployment of an acquaintance of students and practising teachers with a case study as a tool for professional self-development and presupposes involvement in the design of cases. [ABSTRACT FROM AUTHOR]

Students’ orientation towards mastering a teaching profession determines their goal-setting, as well as the course of professional and pedagogical self-development. Disclosure of the relationship between these processes functioning is aimed at creating conditions in learning environment that contribute to the subsequent self-realization of a pre-service teacher. The purpose of the study is to clarify the interdependence between the goal-setting of pedagogical magistracy students, their need and readiness for professional self-development. The study was conducted at the Kazan Federal University (Russia) among 153 first-year undergraduates. It was found that at the beginning of training, about 40% of students have goals that correspond to teaching, and for the majority of students (57-63%), regardless of whether they received pedagogical education before, goals are diffuse (ambiguous). Presence of pedagogical experience predetermines goal-setting of students to obtain a pedagogical profession. Regardless of the specifics of goal-setting, self-development needs of pedagogical magistracy students are actively implemented. It was found that among students whose goals correspond to teaching, the partial readiness for professional and pedagogical self-development is higher, even among those without previous pedagogical education. This applies to motivational, gnostic and communicative components of professional self-development. The undergraduates showed a reliably (P≥0.95) higher readiness for self-development of the ability to analyze pedagogical activity, accumulation of experience in self-educational activity, cooperation in professional self-determination. It is concluded that goal-setting, aimed at teaching, can be considered a condition of high readiness for professional and pedagogical self-development. It is assumed that goal-setting management will contribute to activation of professional self-development. [ABSTRACT FROM AUTHOR]

Currently emerging computer programmes and training kits have contributed to foreign language studies. Domestic and foreign expertise in applying educational computer resources claims the latter introduced in the training process seek to change the role of training tools used in the process of teaching a foreign language - Hebrew, in particular. The article regards the Telegram-bot "Pardes" created by the author in September, 2019 to be launched in March, 2020 and become available to customers in April the same year. The course offers 128 academic hours of training, including 64 hours of lectures and 64 hours of self-studies. The period of 2019-2020 saw more than 1000 students using the bot. The practical relevance of the study is that the latter introduces the Hebrew training and resource kit "Pardes" based on LCMS technology in the Telegram-bot as well as checks the experimental data and recommendations on applying various educational computer programmes to boost cognitive activities of students studying Hebrew as a foreign language. Such educational computer programmes will prove relevant for teachers to select and opt for the training materials that boost cognitive development of students as well as contribute to their understanding of employing LMS? LCMS while studying foreign languages. [ABSTRACT FROM AUTHOR]

The relevance of the problem being investigated is related to the importance of understanding the processes of mental states regulation in order to improve the quality and effectiveness of human's life. Considering the key role of the individual's self-system in the regulation of mental life, it determined the purpose of this study: to research the selfsystem and the nature of the relationship between its components and features of the mental states experience, as well as its connections with individual methods and styles of self-regulation. The leading research methods were testing, content analysis of self-reporting texts, followed by analysis of statistical connections and differences. The article presents conclusions about the level structure of the self-system; the peculiarities of the relationship of its components with the global attitude to the world are presented. The research results confirm the involvement of the self-system in actualization of reflexive processes, the formation of behavioral patterns occurring in the process of mental states regulation. Practical application of the obtained data may consist in creating, on the basis of the results of the study, tools of psychological counseling and correction of students' conditions. [ABSTRACT FROM AUTHOR]

This article is devoted to one of the most acute issues in preparing modern pop vocalists for stage performance at a professional level. Among the analysed factors are the competitive environment influences and socio-pedagogical aspects that stimulate vocalists towards active, creative growth and self-education in the conditions of a modern information society. Socio-psychological aspects include individual personality traits. The article discusses the positive as well as negative aspects of the social conditions for the development of a creative personality, which must be taken into account in the pedagogical practice of training the modern pop vocalists. Also, the article examines the influencing factors of an aggressively competitive environment and the processes of creating a favourable social climate that unites the creative youth and nurtures an atmosphere of interaction between colleagues from all around the world. The article analyzes both internal (psychological) and external (social) conditions, which are increasingly significant in the modern information society. The author sets out a goal of revealing the axiology mechanisms and updating the open education system. [ABSTRACT FROM AUTHOR]

The relevance of the presented problems is due to the fact that nowadays the social policy priority directions of the Russian Federation and the Republic of Bashkortostan in particular are strengthening the family institution, the formation of its positive image, maintaining the spiritual and moral traditions of family relations, family life and education. The purpose of the article is to develop modern techniques for creating a positive family institution image in the Republic of Bashkortostan. Based on the data of numerous studies, the authors presented the family institution current state in the region, as well as the experience analysis of the Republic, the leading trends in the field of family policy in the region. The article presents a theoretical analysis of the family institution image forming mechanisms, offers expert-analytical and axiological approaches to the search and implementation of opportunities and ways to improve the image and predict their effectiveness; it considers the leading directions of the University's activities on psychological and pedagogical support of the student family and childhood; it offers techniques for forming a positive family image. The research theoretical and methodological basis includes analytical and predictive as well as project methods. They allow us to consider this problem as a purposeful and organized process of forming a positive family institution image. There are psychological, pedagogical, methodological and technological materials in this article. It can be useful to scientists, teachers, managers in the field of family policy and pedagogy, social workers, as their activities are designed to ensure the preservation and development of family values and value orientations. [ABSTRACT FROM AUTHOR]

The purpose of the study is to create a relative model of the communicative skills formation in contextual training of an industrial university students. We have identified one of the most important conditions in the communicative model constructing. It is a modeling system organization which construct the necessary subsystems in the general practical and research logic ensuring the efficiency of the created model. We consider the issue of practical model construction having identified the main stages of communicative competence formation in context training, on the example of the discipline "Foreign language." The main means of implementing context training is a method of modeling different types of situations. The creation of a certain type model of situation is associated with the preliminary idea construction of the student behavior in one or another possible situation and the forecasting of the professional future. The method of analysis, synthesis, pedagogical forecasting, and pedagogical design are also used according to the professionally-personality-oriented approach in the education system during our research. Communication competence is one of the main characteristics of professional competence and professional training of future engineers because the main tasks of the university are: to realize the needs of the individual in intellectual, cultural and moral development, to create conditions for professional development and improvement, to train specialists combining high culture, communication and professional skills. The high level of communication skill development allows effectively to communicate in the team of professionals to achieve the goals. Communicative competence is developed through the modeling of communicative situations and training which help to develop selfconfidence, self-esteem, self-affirmation, personal and social activity. The initial stage of communication should be the entry into the modeling process which begins with the identification of a specific problem, the justification of the communication needs. The communication need is an effective way to solve the identified problem and a choice of methodological communication grounds. Modeling is one of the actions in the process of the learner's awareness of the cognitive object as a means and element of intellectual reflection. As a sign-symbolic activity, modeling encourages a student to build generalized ways to perceive objects and phenomena of surrounding reality. The level of reflection, analysis and internal action plan is increasing. A model of professional activity, systematic and interdisciplinary knowledge is built in accordance with the production technology in contextual education. The model includes indicators such as indicator of tolerance, indicator of intercultural awareness, indicator of focus on self-education and self-improvement, indicator of interest in a future profession. [ABSTRACT FROM AUTHOR]

The problem of the research. The ability to manage time, build and implement the self-development path is the universal future teacher competence, reflected in the new educational standards. The question how to ensure the abilities formation associated with managing one's own person's resources (time management, stress management, self-presentation) arises. The interdisciplinary integration of some psychology and management sections provides the necessary student's self-motivation, planning their own activities, decision making and control. The self-management skills' demand in the professional teachers' activities, and, accordingly, the need to focus attention on the educational organizations administration are considered in the works of Galaguzova and Dorokhova (2017). In these works, the incorporating forms necessity, methods and means into the educational process that promote the knowledge's development, skills and abilities for future teachers to maximize the use of their own capabilities are stated. The purpose of this study is an experimental verification of the effectiveness of the developed organizational and methodological conditions that ensure effective management of their own resources by future teachers Theoretical methods are used for the interpretation, analysis and generalization of the theoretical principles and empirical data (theoretical analysis of pedagogical sources, comparison, specification and generalization); empirical methods are used for the creation, collection and organization of educational activities' products (observation, written survey, experiential training); mathematical methods are correlation analysis. The discipline Effective Self-Management purpose is to form future teacher's competencies, thanks to which he or she can become the professional tasks subject, the subject of his or her own development. The following points are mandatory for the study: social control, volitional regulation, stress management, coping strategies, self-projection and time management. The course teaching is based on the problem educational technology and independent work technology. The authors of the article developed an organizational and methodological model for conducting the course Effective Self-Management. The main developed model's principles are: students' independent activity, heuristic training and training modularity. To determine the model effectiveness in the 2019-20 school year, experimental work was carried out in which pedagogical direction students of the State Pedagogical Institute (Solikamsk) and CPEU named after Fevzi Yakubov (Simferopol). The personal ability assessment was determined using the test Personal Competence in Time (Vodopyanova, 2009) and the questionnaire Copying Strategies (Vodopyanova, 2009). After the behavior of the Effective Self-Management course, the number of students with high personal competence in time is increased, an increase in self-control and planning skills are noted. The experiment's results showed a direct correlation between the success of training on the course Effective Self-Management and the personal, temporary and psychological resources of students. [ABSTRACT FROM AUTHOR]

Education is the sphere that is primarily affected by the reforms taking place in any country. The article discusses the features of personal self-development in the digital world, in the conditions of rapid changes of the competencies demanded on the job market, and determines the qualities of an effective employee. In order to study the features of personal self-development in the digital world during lockdown, the authors analysed the research works on the issue in question and studied the opinions of specialists in training students in higher educational establishments. All this is considered with reference to the development of e-education in our country, which was significantly affected by the conditions of self-isolation due to the COVID-19 coronavirus pandemic infection. The purpose of the article is to identify the character and content of education while preparing a future teacher in the context of distance learning. The main question is how education should be organized in order to contribute to the formation of a self-developing personality, capable of responding to the challenges of the time against the backdrop of digitalization. The novelty of this study is that it was carried out under transition to distance education in March 2020 after imposing coronavirus lockdown. The authors conducted a survey among the college students to reveal their attitude to distance learning under the conditions of self-isolation. The study shows that the use of new technologies and Internet resources contribute to the self-development of an individual in the digital world, but there are still a lot of issues that require close attention. The research of these features determines another perspective of personal self-development in the digital world. [ABSTRACT FROM AUTHOR]

Continuing education is one of the dominant educational trends, and therefore, the readiness for self-study becomes a universal discipline, necessary for the successful self-realization and professional development of the individual. According to global educational trends, there is a growing demand for self-study. In this regard, the question of which factors affect the willingness of students to implement it is extremely relevant. The role of the time perspective of the individual in the preparation of readiness for self-study activities is not clear. The study was conducted using a sample of students from regional Russian and Japanese universities. The results of the study: students from Russia and Japan demonstrate the same readiness for self-study. This fact is confirmed by the results of the comparison, using the nonparametric test, and the analysis of contingency tables. There were differences in the indicators of the time perspective of students, and the differences were specific in each sample. The results of the study confirm the hypothesis of the connection between the time perspective and readiness for selfstudy and describe the problem of the relationship between the level and severity of readiness, for self-study activities within the time perspective of each individual. The results allow the authors to design psychological and pedagogical conditions, which ensure the independence and confidence of students in their futures. The study contributes to the understanding of the factors influencing the formation of readiness for self-education. The results are discussed in the framework of the concept of self-educational activities in the global educational space. [ABSTRACT FROM AUTHOR]

Creative self-development through educational technology is relevant in modern education. The article shows the basic components of educational technology that can be applied in teaching. The usage of pedagogical technologies by teachers allows them to engage students and create a favorable climate during study. At the same time, students are developing their creative thinking, personal, intellectual and creative abilities. [ABSTRACT FROM AUTHOR]

Upbringing both now and always is humanistic in its nature and implies focus on a child's personality as the supreme value and on their capacity for self-actualization and self-development. It is important to realize the priorities in modern-day educational activity. These priorities are the humanization principle which means creating conditions for child's development and self-development; facilitation as the basis of the educational activities; the co-existence principle; the functionality which means commitment to helping children and encouraging coherency in their socialization and individualization; processuality of educational activities, meaning the pedagogue's ability to work 'in the process' and in direct interaction with children. This article emphasizes the following conditions for efficiency of educational activities in modern world: focus on the present-day reality; integration as the basis of inclusion; reflective competence of a teacher and pedagogue; investigative nature of educational activity. [ABSTRACT FROM AUTHOR]

The article reveals an original approach to the method of designing educational activities factored in modern conditions: long-term informational stress, namely, discrete immersion into the global information flow, severe time constraints, new behavioral strategies and patterns occurring (multifaceted search, timeurgent decision making), increasing the value of "I-virtual", emergence of new cognitive approaches to understanding, memorizing information. The style of teacher-student interaction is changing in the world of new digital technologies and emergence of new analog features such as sound interfaces, informational bots, and algorithms, technologies of control and attention analytics. The article provides an overview of the experiment, performed in 2017-2019 and participated by 3 groups of undergraduate and Master students of major "Television" of the Higher School of Journalism and Media Communications, Kazan Federal University (35 participants), and 2 groups of Master students of major "Pedagogy of high education" of the Institute of Psychology and Education Kazan Federal University (26 participants); 61 students in total. In the course of the study, group and individual strategies of students' creative self-development with the features of "digital thinking" were designed. It is revealed that the highest results in the development of self-processes are shown by the students who are aimed at specific (realistic, competitive) digital projects that can reveal their unique potential within the framework of hybrid and group creativity, who develop a step-by-step structure of group actions and combine technological effectiveness and original style. [ABSTRACT FROM AUTHOR]

The research is important because of the complexity of the professional training of a creative-minded teacher based on the mastery of the professional research competence. This dictates the need to develop the research abilities of future teachers, whose successful activity implies a multifunctional research character. Psychological and pedagogical conditions for the development of research qualities of students are based on a system of pedagogical actions of intellectual significance in the aspect of individual and personal characteristics. These actions are aimed at creating a scientific and creative educational space using the developed mechanisms for self-activation, self-design, selfdetermination, self-development and self-study. The purpose of the study is to develop a multifunctional theoretically grounded and practice-oriented paradigm for the development of students' professional research competence and its approbation. Methods used are theoretical (theoretical analysis of pedagogical, psychological, scientific and methodical literature on the research problem), empirical (analysis, comparison, synthesis, content selection, observation, survey), pedagogical experiment (stating, forming, control stages of the experiment), method of expert assessments, statistical processing of research results. Students with different levels of intellectual, knowledge and professional-oriented qualification study in academic groups of the first course. The multifunctional, structurally informative paradigm for the development of research competence of future teachers was designed. [ABSTRACT FROM AUTHOR]