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At article it is submitted the review of modern scientific approaches to the organization of effective system of training for primary link of health care. New approaches with application of educational clusters, transmitting medicine are presented. Efficiency of educational and research and production clusters in health system for ensuring high-quality preparation and further professional activity of the doctor on the basis of integration of medical science, education and practical health care is shown. The structure and functionality of the scientific and practical center of continuous professional development of doctors of the general practice - family medicine, as bases for providing qualitative system of training is presented.

Teaching multilingual learning groups is an important part of the professional activity of primary teachers in Germany, placing high demands on their occupational professionalism. The aim of this a...

The aim of this research is to reveal the views of primary school teachers, students and parents on distance education activities during the Covid-19 pandemic period, in order to evaluate the adaptation of students to professional activities through innovative technologies. This research was carried out in qualitative research designs in accordance with phenomenology. The data were collected by the researcher through semi-structured interview forms prepared separately for teachers, students and parents. The participants of the study consisted of 10 primary school teachers, 20 primary school students and 25 parents of students who were working in various primary schools in the city of Shymkent, Kazakhstan in the 2020-2021 academic year and agreed to participate in the research voluntarily. As a result of the research, it has been revealed that the majority of teachers, students and parents find the quality of distance education insufficient, they prefer face-to-face education to distance education, and they encounter many problems in the distance education process. Keywords: Covid-19 pandemic, distance education, education during the pandemic, quality of distance education

The state of emergency, as a result of the COVID-19 pandemic, has completely changed the education system in Bulgaria, including the training of physical education and sports in Bulgarian schools. Physical education and sports training have been transformed into distance and online education and training. The aim of the research was to study the competencies of PE teachers in the country for the implementation of online teaching. The subject of the study was a total of 138 teachers, of whom 100 (72.5%) were female and 38 (27.5%) were male. The teachers were aged from 24 to 68 years old, with different pedagogical experience and were representatives of all regions of the country. A specially developed international questionnaire with closed questions was applied. Alternative analysis and chi-square Pearson's test (ײ) were used to analyze the results. The results show that the sampled teachers evaluated the current use of online education in physical education and sport as relatively good (47.1%). At the same time, the acquired results show that the educational activity of sports pedagogues during the pandemic has reduced their motivation for professional activity (43.5%). Teachers have rated as very good (29.7%) and good (45.7%) their competencies for using online technologies to conduct physical education and sports classes. The majority of them – 79%, actively applied the new technologies in the training process. No differences were found in the answers of the respondents to any of the questions on the criteria of gender, age and pedagogical experience.

In this article, devoted to the problem of professional training of future teachers-psychologists based on practice-oriented teaching, the research results, tested during the educational process, are presented. They are as follows: the essence of the concept "professional competence" of a teacher is specified; based on the analysis of existing approaches to the study of the structure of professional readiness, personal, intellectual-operational, motivational, communicative, and reflexive components are determined; the structural and functional model of practice-oriented teaching of future teachers-psychologists has been developed following the pedagogical features of practice-oriented teaching and the identified pedagogical conditions, which includes four interrelated blocks: the target, the methodological, the content-procedural, the learning outcome. The criteria of professional training of future teachers-psychologists on the basis of practice-oriented teaching (personal, intellectual-operational, motivational, communicative, and reflexive) and levels of readiness are defined: reproductive (low), adaptive (medium), and integrative (high). The development and consolidation of skills in students is carried out by solving specific tasks of professional activity, during which students try to explain the procedure for solving a specific professional task and check the actual material in practice. The practice-oriented content of the educational material allows bringing teaching closer to specific situations of professional activity, the chosen specialty, to form the life experience of students, thus increasing the level of knowledge and skills, cognitive interest, and, as a result, to form the level of professional competence of students.

Objective.To determine the order of the application of simulation-based learning (SBL) elements during the period of professional training in a medical college.Materials and methods.We analyzed literature sources on the research problem, regulatory documents and academic programs of medical colleges, used the methods of questioning and survey.Results.Each of the identifed stages (preclinical, clinical, professional) of the SBL model of training has its own characteristics and potentialities for the implementation of certain SBL elements. The application of SBL elements occurs in steps depending on the term of training and is aimed at overcoming diffculties arising in the process of professional adaptation.Conclusion.The step-by-step introduction of SBL elements depending on the stages of professional adaptation in a medical college makes it possible to regulate the preparatory process for students depending on their understanding of educational material, which allows them to acquire clinical experience of professional activity during the training period and to improve psychological readiness for unsupervised professional activity.

The article deals with the content of motivational maturity for professional activity of future masters in terms of praxeological competence development. The manuscript also identifies the components and stages of its development. The notion of motivational maturity of future masters in dentistry is defined as a dynamic personal feature, characterized by the development of professionally important qualities, the stability of internal motives for choosing job and the ultimate goals of professional training and external ones like the attractiveness of job in the context of person’s life support and professional fulfillment. The motivational and praxeological components of future masters’ in dentistry maturity are characterized. Besides, the article presents the results of the survey among the graduates of the dental faculty of Bogomolets National Medical University. It identified a set of motives that contribute to the maturity for performing practical activities. The orientational, synergetic and corrective stages of formation of motivational maturity for future masters in dentistry are revealed. The first one – orientational stage of professional maturity is established as the most important one as it occurs when a student adapts to a new educational environment of a medical university. The next synergetic stage is characterized by accumulation of knowledge and skills necessary for professional competence formation when contingence of training motivation and professional one occurs. The last corrective stage deals with motivation to professional activity based on the integration of motives. It is proved that the presence of stable professional motives in future dentists contributes to their successful mastery of future professional activity and the formation of motivational maturity for it.

According to the Results of Theoretical and Empirical Research, today the urgency of forming the Readiness of Specialists in Physical Education and Sports to use the Technique of Kinesiological Taping in Professional activities. This will accelerate the recovery Process of athletes at the stage of their Physical Therapy, as well as ensure Successful Competitive activities. The Main Purpose of Scientific Research is to determine the Criteria, Indicators and Levels of Readiness of Specialists in Physical Education and Sports to use the Technique of Kinesiological Taping in Professional activities (on the Example of coaches who Specialize in Martial Arts). During the Research and Analytical work, the following Methods of Theoretical Research were used: axiomatic, idealization, formalization, historical and logical, convergence from the concrete, and so on. As a Result of Theoretical Research, members of the Research Group defined "Criteria" (motivational, semantic, analytical and evaluative), corresponding applied "Indicators", "Approaches" (activity, personality-oriented, complex, systemic, structural) and "Levels" (high, sufficient, satisfactory) Formation of Readiness of Specialists of Physical Education and Sports to use the Technique of Kinesiological Taping in Professional activity.

The article is devoted to the problem of training and studying the professional readiness for the activities of teachers-counselors in temporary children's and adolescent associations in suburban health camps and centers. The importance of well-organized pedagogical leisure is shown. The necessity of organizing special training of young counselors to work in temporary children's associations with different age and multicultural content is determined. The value of the developed and presented program of professional training of counselors on the basis of the children's health camp (DOL) «On the Seaside» of LLC «Bratskoe Seaside», consisting of seven substantive sections, is highlighted. A questionnaire of adaptability and socialization of children and adolescents in the conditions of a children's health camp, as well as a methodology for studying the self-esteem of a counselor as a person and a professional, has been developed and proposed for consideration. It is shown that the result of the survey of vacationing pupils, as well as the psychological diagnosis of teachers-counselors can be one of the main indicators of professional training and psychological and pedagogical readiness of counselors to work in the system of additional education in temporary suburban closed camps and centers.

OBJECTIVE Competency-based medical education (CBME), an outcomes-based approach to medical education, continues to be implemented across many postgraduate medical education programs worldwide, including a recent introduction into Canadian neurosurgical training programs (July 2019). The success of this educational paradigm shift requires frequent faculty observation and evaluation of residents performing defined tasks of the specialty. A main challenge involves providing residents with frequent performance evaluations and feedback that are feasible for faculty to complete. This study aims to define what is currently happening and what changes are needed to make CBME successful for the certification of neurosurgeons' competence. METHODS A 55-item questionnaire was emailed nationwide to survey Canadian neurosurgical faculty. RESULTS Fifty-two complete responses were received and achieved a distribution highly correlated with the number of faculty neurosurgeons practicing in each Canadian province (Pearson's r = 0.94). Two-thirds (35/52) of faculty reported currently taking a median of 10 minutes to complete evaluation forms at the end of a resident's rotation block. Regardless of the faculty's province of practice (p = 0.50) or years of experience (p = 0.06), they reported 3 minutes (minimum 1 minute, maximum 10 minutes, interquartile range [IQR] 3 minutes) as a feasible amount of time to spend completing an evaluation form following an observation of a resident's performance of an entrustable professional activity (EPA). If evaluation forms took 3 minutes to complete, 85% of respondents (44/52) would complete EPA evaluations weekly or daily. The faculty recommended 5 minutes as a feasible amount of time to provide oral feedback (minimum 1 minute, maximum 20 minutes, IQR 3.25 minutes), which was significantly higher (p = 0.00099) than their recommended amount of time for completing evaluation forms. The majority of faculty (71%) stated they would prefer to access resident evaluation forms through a mobile application compared to a paper form (12%), an evaluation website (8%), or through a URL link sent via email (10%; p = 0.0032). CONCLUSIONS To facilitate the successful implementation of CBME into a neurosurgical training curriculum, resident EPA assessment forms should take 3 minutes or less to complete and be accessible through a mobile application.

The article analyzes the results of the formation of physical readiness of cadets aged 18-21 of the National Academy of the State Border Guard Service of Ukraine for professional activity under the conditions of quarantine. The study involved 168 cadets of 2-4 years of study. The aim is to investigate the influence of motivational and value orientations of cadets on the results of conducting independent classes on the formation of physical readiness for professional activity under the conditions of quarantine restrictions. It is established that in the process of physical self-improvement, the conscious attitude of cadets to their own physical development, state of health, acquisition of professionally significant skills and abilities is formed. It is established that quarantine restrictions of motor activity negatively affect the growth of indicators of physical readiness of cadets to perform professional tasks. Purposeful independent physical exercises can be the alternative to traditional classes. Independent physical training of cadets during quarantine restrictions allows keeping physical qualities at professionally necessary level.

The article presents the results of a study of the pharmacist's personality in the context of corporate culture, on the basis of which a comprehensive program for the development of the personal potential of employees of pharmacy organizations was developed. The sample consisted of 70 specialists (pharmacists) working in pharmacy chains in the city of Nizhny Novgorod. The results of the study indicated significant changes that occurred in the experimental and control groups according to all the analysed criteria. The significance of the results obtained for science is to expand the understanding of the multidimensional personality qualities of pharmacists required by representatives of this profession, which allows us to study this phenomenon in more detail, to explain some features of the personality of pharmacists, on whose professionalism depends the quality of the work performed, and hence the health of society.

The article provides the theoretical analysis of the psychological readiness of socionomic specialists for innovative professional activities in the scientific psychological literature. The methodological approaches to determining the essence of psychological readiness are outlined. The structural components of the psychological readiness of socionomic specialists for innovative professional activity are determined. The structure of the psychological readiness to the innovation professional activity includes motivating value, cognitive, operational, personal, creative, communicative, reflective components. The article reveals the definitions “readiness”, “professional readiness”, “psychological readiness”, “innovation readiness”, “psychological readiness for innovation professional activity”. The definition of psychological readiness for innovative professional activity in the context of scientific comprehension is considered. Theoretical and methodological understanding of the scientific literature allowed to determine the essence of psychological readiness for innovative professional activity as a psychological phenomenon which is characterized by the demonstration of motivation for professional activity, mastery of innovative technologies to achieve goals, ability to creative activity and high level of reflection. In the article, the psychological readiness to the innovative professional activity is understood as the complex of the personal professional qualities, which assist in professional tasks solving in the innovative sphere. The concept of psychological readiness of socionomic specialists for innovative professional activity has been improved. The article provides the empirical analysis levels of the psychological readiness of socionomic specialists for innovative professional activities. The psychological factors and the psychological barriers of the psychological readiness of socionomic specialists for innovative professional activity are determined.

The article is devoted to the problem of the structure of social intelligence of medical university students. Social intelligence is a necessary condition for effective educational activity of students, and also contributes to the formation of the necessary competencies for future professional activity. According to the results of the study, the prospects for improving the effectiveness of individual components of students social intelligence are determined.

Competency-based medical education (CBME) is being implemented worldwide. In CMBE, residency training is designed around competencies required for unsupervised practice and use entrustable professional activities (EPAs) as workplace “units of assessment”. Well-designed workplace-based assessment (WBA) tools are required to document competence of trainees in authentic clinical environments. In this study, we developed a WBA instrument to assess residents’ performance of intra-operative pathology consultations and conducted a validity investigation. The entrustment-aligned pathology assessment instrument for intra-operative consultations (EPA-IC) was developed through a national iterative consultation and used clinical supervisors to assess residents’ performance at an anatomical pathology program. Psychometric analyses and focus groups were conducted to explore the sources of evidence using modern validity theory: content, response process, internal structure, relations to other variables, and consequences of assessment. The content was considered appropriate, the assessment was feasible and acceptable by residents and supervisors, and it had a positive educational impact by improving performance of intra-operative consultations and feedback to learners. The results had low reliability, which seemed to be related to assessment biases, and supervisors were reluctant to fully entrust trainees due to cultural issues. With CBME implementation, new workplace-based assessment tools are needed in pathology. In this study, we showcased the development of the first instrument for assessing resident’s performance of a prototypical entrustable professional activity in pathology using modern education principles and validity theory. Supplementary Information The online version contains supplementary material available at 10.1007/s00428-021-03113-6.

One of the main tasks of a methodologist is to help teachers organize their work on a scientific basis. The job of the Methodists is to help the teacher achieve the objectives of the lesson in the process of educating the students.

One of the important indicators of the development of modern Kazakhstan society is the training of professional teaching staff. Traditionally, the training of social educators focused on personal and social development of students, formation of their General culture, on the harmonization of the social sphere in educational institutions, the willingness to protect the life and health of pupils in the educational process. Professional activity of social pedagogue influenced by his personality, and how to be prepared for practice, will largely depend on social welfare, social immunity and stability of the functioning of contemporary society. The author of the article considers the formation of the readiness of future social teachers for professional activity as a socio-psychological phenomenon. Within the framework of this article, the concept of "readiness for professional activity of future social teachers" will be clarified and its main characteristics will be considered. The results of the research, theoretical conclusions and practical developments in the process of forming the professional readiness of social teachers can be used in the field of social pedagogy, psychology, pedagogy, and social work.

Раскрывается процесс расширения профессионально-личностного развития студентов, обучающихся в магистратуре, что обеспечивает высокий уровень профессиональной продуктивности в будущем. На основе эмпирического исследования определены субъективные мотивы поступления и трудности, встречающиеся на пути магистрантов. Именно магистерская подготовка должна быть ориентирована не только на формирование готовности магистрантов технического вуза к профессиональной деятельности, но и на подготовку высококвалифицированного специалиста с развитыми личностными качествами. Оказалось, что успешное обучение требует продуктивных отношений и конструктивного общения между преподавателем и студентом. Преподаватель должен уделять больше внимания магистрантам, прибывшим из других направлений подготовки, организовывать для них дополнительные консультации как индивидуализированную форму приобретения знаний и опыта, а также конструктивно использовать часы, отведенные на самостоятельную работу, для организации сотрудничества со студентами. In the work briefly deals with the concept of “professional development», which involves a professional choice, a line of career, features of professional behaviour at work, professional achievements, satisfaction from the process and results of labor, efficiency of educational behavior of personality change or stability of the workplace, the profession. The article reveals the process of expanding the professional and personal development of students studying for a master’s degree, which ensures a high level of professional productivity in the future. On the basis of empirical research, the subjective motives of admission and difficulties encountered on the way of undergraduates were determined. Therefore, master’s degree training should be focused not only on the formation of the readiness of undergraduates of a technical University for professional activity, but also on the training of a highly qualified specialist with developed personal qualities. As a result, it turned out that successful learning requires a productive relationship and constructive communication between the teacher and the student. For undergraduates, the teacher should pay more attention to undergraduates who come from other areas of training, organize additional consultations for them as an individualized form of acquiring knowledge and experience, and constructively use the hours allocated for independent work to organize cooperation with students.

Objective The Association of American Medical Colleges defines recognition of the need for urgent or emergent escalation of care as a key Entrustable Professional Activity (EPA) for entering residency (EPA#10). This study pilots the use of an immersive virtual reality (VR) platform for defining objective observable behaviors as standards for evaluation of medical student recognition of impending respiratory failure. Methods A cross-sectional observational study was conducted from July 2018 to December 2019, evaluating student performance during a VR scenario of an infant in impending respiratory failure using the OculusRift VR platform. Video recordings were rated by 2 pair of physician reviewers blinded to student identity. One pair provided a consensus global assessment of performance (not competent, borderline, or competent) while the other used a checklist of observable behaviors to rate performance. Binary discriminant analysis was used to identify the observable behaviors that predicted the global assessment rating. Results Twenty-six fourth year medical students participated. Student performance of 8 observable behaviors was found to be most predictive of a rating of competent, with a 91% probability. Correctly stating that the patient required an escalation of care had the largest contribution toward predicting a rating of competent, followed by commenting on the patient's increased heart rate, low oxygen saturation, increased respiratory rate, and stating that the patient was in respiratory distress. Conclusions This study demonstrates that VR can be used to establish objective and observable performance standards for assessment of EPA attainment – a key step in moving towards competency based medical education.

The relevance of the research is determined by the increasing risks related to incorrect communication both professional and interpersonal ones within the ship crew, which, in turn, emphasizes the importance of professional English-language training for a navigator, which begins during the period of study at a university and lasts throughout the entire career. The requirements for proficiency in professional English-language communication are regulated by international standards, which is of great importance in assessing the professional competence of a navigator. The research problem is as follows: how does English-language vocational training at a maritime university affect interpersonal relations in mixed crews, the professional growth of a sailor and reduce the risks in his professional activity? The aim of the study is to determine the main tasks of a university professional English-language training in the format of negotiating at sea in order to minimize possible risks in the work of a deck officer. The research methods used are analysis, synthesis, generalization. The experimental base was the Institute of Water Transport named after G.Ya. Sedov. The research results. Professional risks of a navigator have been analyzed, factors and consequences of risks at sea have been identified; the meanings of the concepts of «language barrier», «human factor», «barrier of misunderstanding», «communicative risk» have been disclosed; the influence of flexible skills on the safety of life and work in a team have been substantiated; the theory of continuous professional English-speaking training of seafarers has been described. Key findings: communication skills of navigators should be formed by integrating English into the disciplines of the professional cycle; the introduction of modern educational technologies in the process of teaching professional maritime English, continuous professional development of English teachers. Development of social partnership will increase the efficiency of the process itself.

The article considers the formation of competencies of future psychologists in the process of their preparation for professional activity.Trends show that psychological professions are becoming part of various areas of work, which leads to the need to determine the features of professional education of future psychologists. The problem of training future psychologists is also related to the formation of internal reserves of the individual, his activities in society and health. The article contains an overview of the problems of professional training of future psychologists, which are the correct formation of professional qualities, mastering the systematic knowledge, skills and abilities necessary for professional activity, formation of readiness for future professional activity, mastering various forms of professional self-improvement. Socio-cultural, dynamic, conceptual-technological, psychological and other aspects of professionalism of the future psychologist are characterized. The presented results of the work provide an opportunity to solve the problems of professional training and inclusion in professionally-oriented practices. The training of future psychologists should be provided by a professional environment in which there will be approbation, consolidation of professional actions, internalization of professional activity. Key words: future psychologists, competencies, professional activity, professional education, personality.

The article identifies the need for the formation of prognostic competence of applicants for higher pedagogical education in accordance with the requirements of the concept of development of pedagogical education and professional standard. The authors propose a structural scheme of forecasting activities, define the concept, purpose, objectives of the course "Technology of forecasting in professional activities" and provide guidelines for the study of individual topics based on theoretical predictions. As part of the course, students of higher pedagogical education master the technology of introducing educational forecasting on the example of educational activities in physics. Educational forecasting is defined in the course as a specially organized cognitive process by the teacher, as a result of which students on the basis of theoretical knowledge predict phenomena and facts unknown to them. Particular attention in the study of the course is paid to the structure of theoretical predictions based on the deductive study of the structural components of physical knowledge and on the basis of inductive generalizations from experiments. The article presents examples of studying the phenomenon of electric resonance, the law of inertia, the characteristics of the electrostatic field based on prediction. The idea of developing students' ability to think hypothetically is the central idea of the course. Applicants for higher pedagogical education during the study of the course gain confidence that the process of constructing a hypothesis based on theoretical models is especially valuable for the development of hypothetical thinking. The article presents the results of research conducted during the study of the course on the problem of organizing the educational activities of students by teachers on the basis of forecasting. The research results confirm the relevance, necessity and expediency of the proposed course not only for applicants for higher pedagogical education, but also for further professional development of teachers of natural sciences and mathematics, namely the development of prognostic competence.

The article examines several aspects of the quality of educational services. The process of providing such services is examined, the problems in the field of teaching physics and mathematics are identified and the ways of problem resolution in the credit learning system are proposed. The introduction of credit learning technology allows for stimulation of students’ learning activity and an increase in their motivation and the level of academic mobility. The ways of increasing the motivational activity of the teacher as another key figure in the educational process are identified. The current remuneration system for university teachers in Kazakhstan accounts for work experience and the position held and includes additional payments for an academic degree but does not stimulate teachers for continuous additional training. On the other hand, the salary volume does not contribute to the high social prestige of this profession, which is complex and requires genuine pedagogical skills. The quality of teaching staff is associated with the quality of education acquired by students. In the context of the credit rating system, it is not only students who earn credits, but also teachers who should substantiate and improve their qualifications measured by their rating.

Physicians’ communicative competence is of immense importance for their professional activity. The current study presumes that future doctors’ communicative competence correlates with their stress resistance which influences their professional performance of duties. The specific aim of our research was to conduct a thorough study of the communicative competence of future doctors with different levels of stress resistance. According to the analysis of the level of their stress resistance, seventy-seven senior students of the Donetsk National Medical University of the Ministry of Health of Ukraine were divided into three groups. Further, applying a set of appropriate psychodiagnostic methods and techniques, their communicative competence was evaluated. The results have proved that the research participants with a high level of stress resistance are more communicatively competent compared to the participants with average and low-level stress resistance. Our findings suggest that future physicians’ communicative competence, as it is closely connected with their stress resistance, needs more considerable attention of authorities in medical education. So, we speculate that introducing socio-psychological training sessions both to the curriculum and to the process of current physicians' professional development will contribute to the successful performance of future doctors’ professional duties under pressure, and their interaction with colleagues, patients, and their relatives.

The study defines two main research areas of ideas about a rescuer psychologist. The first area is devoted to the issue of creating social representations about the specialist psychologist and his/her relations with representatives of other professional groups. The other area is represented by works focused on the direct analysis of the profession of psychologist, specific peculiarities of professional activity and personal characteristics of the psychologist. It is indicated that the study of the representations about rescuer psychologist’ involves collective consciousness, and the main direction that allows to solve the reconstruction problem of idea about a rescuer psychologist in the system of categories and conceptual coordinates is psychosemantics. For this purpose, the method of associative experiment defines the basic constructs used by the population to evaluate the representation about a psychologist. The obtained words associations were used to develop a method of semantic scaling of the concept "Psychologist". The research has constructed the semantic profiles of perception of a civilian psychologist and a rescuer psychologist, their most pronounced characteristics were defined. With the help of multidimensional scaling the place of rescuer psychologist in psychosemantic space of psychologists of different kinds of activity was determined. Thus, the rescuer psychologist has the closest professional similarity with a military psychologist and forensic psychologist. According to the respondents' opinion, he/she (a rescuer psychologist) mainly provides psychological correction and rehabilitation, he/she has to work in uncomfortable and dangerous conditions, and also to deal with both individual and group psychological problems.

The article presents the results of monitoring of senior medical students, including those with disabilities and / or with disabilities, which included testing and an oral survey aimed at determining their professional readiness. Modern approaches to training specialists for the field of practical health care, their professional mobility within the industry, the development of high-tech medicine, the need of society for a variety of specialists in the field of practical health care and the decline in the prestige and popularity of a number of medical specialties cause the problem of readiness of senior students of medical universities for professional activity. The relevance of this research is due to the following factors: increasing integration of medical education and practical health care, increasing their role in science and society, changing the structure and content of medical education; the existing need to study the process of forming the readiness of senior students of medical universities for professional activity; the need to identify new ways and means of forming the readiness of senior students of medical universities for professional activity.

В настоящее время профильное обучение является неотъемлемой частью системы образования в Российской Федерации. Институциональной формой реализации этой цели выступают профильные школы и профильные классы, в которых за счет изменений в структуре, содержании и организации образовательного процесса в значительной мере учитываются интересы, склонности и способности учащихся. Для организации обучения и достижения профессионального самоопределения старшеклассников в соответствии с их профессиональными интересами и намерениями необходима специальная подготовка педагогов. В статье обобщены особенности профильного обучения старшеклассников и соответствующие им характеристики профессиональной деятельности педагогов. С целью расширения спектра компетенций педагогов, работающих в условиях профильного обучения, предлагается программа повышения квалификации «Вектор профессионального развития» и рассматриваются составляющие ее модули. Особое внимание в программе уделяется направленности на организацию психолого-педагогического сопровождения процесса профессионального самоопределения старшеклассников, свидетельствующего о продуктивности профильного обучения. Апробация представленной программы повышения квалификации подтвердила ее практическую значимость в профессиональной деятельности педагогов в условиях профильного обучения. Статья предназначена директорам и педагогам школ с профильным обучением, работникам системы дополнительного образования, исследователям. Nowadays, subject-oriented education is an integral part of the education system in the Russian Federation. Subject-oriented schools and classes serve as an institutional form of the implementation of this purpose. Due to the changes in structure, content and organization of educational process students’ interests, talents and abilities are to a greater extent considered. Teachers’ special training is needed to promote senior schoolchildren’s decision-making process in terms of choosing their future careers according to their professional interests and intentions. The article provides the features of subject-oriented education of senior schoolchildren and corresponding features of teachers’ professional activity. To enhance the range of teachers’ competences working in the conditions of subject-oriented education, the authors offer the programme for teachers’ professional development “Vector of Professional Development” and consider its modules. Special attention in the programme is focused on the organization of psychological and pedagogical support of the process of professional self-determination of senior schoolchildren demonstrating the efficiency of subject-oriented education. Practical implementation of the presented programme for teachers’ professional development proved its practical value in teachers’ professional activity in the conditions of subject oriented education. The article is intended to heads and teachers of subject-oriented schools, staff of the system of additional professional education, and researchers.

Modern psychological studies of communicative competence indicate the need to improve and maintain the proper level of this skill, adequate and productive interpersonal interaction. Communication competence — the ability to establish and maintain the necessary contacts with other people. Effective communication is characterized by mutual understanding of partners, a deep understanding of the situation and the subject of communication. So as to save citizens from disability is not enough to create specific health and social conditions, according to the who, health only 10% depends on the state of health — one of the main factors in maintaining the optimum degree of effectiveness of remedial measures becomes a subjective factor of interpersonal interaction between doctor and patient. Each patient under the influence of external circumstances (financial situation, family relations, medical and preventive care, etc.) and psychological factors develops their attitude to the disease, which does not always coincide with the doctor's recommendations, which can lead to conflicts in therapy. Doctor–patient interaction is also a process of communication in which a positive therapeutic Alliance must be formed, otherwise, in the presence of confrontational moods, effective cooperation in the doctor-patient dyad becomes unattainable — the patient’s recovery becomes at risk.

The course “Social and Psychological Lecturer’s Adaptation in Professional Activity (for People with Disabilities)” is relevant and expedient for university students. There is a constantly growing interest in the issues of people with disabilities and their professional activities, inclusive education in modern society. We consider the purpose, objectives of the discipline, competencies and indicators that should be formed as a result of mastering the course. The discipline allows students to deepen their knowledge on issues of social and psychological adaptation in the field of professional lecturer activity, to pay attention to the activities of specialists with disabilities, to gain skills for the upcoming professional activity. The special significance in the selection of the course content and the role of practical classes are emphasized. Among the forms of independent work, it is preferable to maintain a dictionary of terms, abstracts, preparation of reports, etc. In course development, it is necessary to rely on the goals and objectives of the discipline associated with today's needs. It is recommended to select the content of the material taking into account principles of science, the connection of theory and practice, age and individual characteristics of the students. Planning of classes on the course is possible with interdisciplinary connections with such sciences as sociology, psychology, pedagogy, special psychology and correctional pedagogy.

The article actualizes the problem of the specifics ideas of University graduate students about coping difficult situations that they may encounter in their future professional activities. The purpose of the article is to present to the professional community the results of the study of the peculiarities of the presentation of students in the humanitarian and technical areas of training about difficult life situations and ways to overcome them. The authors predict the emergence of difficult life situations in the future professional activities of students. The sample consisted of 75 people, 36 people direction of preparation “Technosphere Safety” and 39 people direction of preparation “Teacher Education”. The data were collected using the methods: “Ways of overcoming negative situations” (S. Goncharova), “Ways of Coping Questionnaire” (R. Lazarus), “Life Style Index” (L.I. Vasserman et al.), and incomplete sentences. It has been established that for university graduates the concept of a “difficult life situation” is defined as some state of concern about the result. It is proved that they have the peculiarities of psychological readiness to overcome difficult life situations in their future professional activities. The identified peculiarities can be used in the preparation of a program for ensuring labor safety and protecting the health.

The ability to shoot for future law enforcement officers is an important and competitively oriented skill for entering, building a career in the law enforcement system, since weapon training is part of the professionally applied combat and physical training of employees of state de-partmental structures. Training and improvement of shooting skills is carried out within the framework of conducting weapon training classes. We consider the methods of teaching weapon training for students of specialty 40.05.01 “Legal Support of National Security” on the basis of a civil university – Derzhavin Tambov State University. A weapon training session is the foundation that lays both primary shooting skills and, subsequently, a platform for improving and honing skills. Most of the weapon training classes are not theoretical, but practical. The main methods of teaching both theoretical and practical lessons in weapon training are considered. However, the existing methods of teaching and learning shooting skills does not meet modern practical challenges. Currently, practical exercises for conducting weapon training classes, which are regulated and recommended by the relevant regulatory legal acts (not only general methodic recommendations for training students in civilian universities, but also orders and instructions from specialized educational institutions of law enforcement agencies) do not correspond to the real conditions and situations of the use of firearms. In particular, it is worth considering the fact that calm and quiet conditions for firing a shot are only opportunities in a practical lesson. In real life, weapons have to be used in extreme situations and in conditions of a difficult mental state. In this regard, there is a methodic adaptation of the teaching of the discipline of weapon training to the modern practical realities of the trafficking and use of weapons.

The articleon the basis of the analysis of the educational process at a pedagogical college con-siders the most successful mechanisms for preparing future teachers for the organization of pre-ventive activities at an educational organization. The components of preventive work with chil-dren and adolescents at an educational organization (school), the system of interdepartmental interaction between educational organizations and law enforcement structures are highlighted and characterized. Various types of activities used in the pedagogical practice of working with children and adolescents are listed. The experience of educational institutions in organizing preventive work is presented, the main activities are indicated. Their role and importance in understanding the importance of organizing the prevention process, in improving the content of practical training of students, modernizing the means and methods of practical training in a professional educational organization are shown. Different positions of researchers on the problem of organizing the practical training of students are indicated. This article makes an attempt to identify and characterize the real possibilities of the pedagogical practice of vocational training in the conditions of a pedagogical college for the use of the most successful pedagogical technologies in the organization of preventive work, examples of effective activities in this di-rection are given. The article states that pedagogical practice is an integral part of the educational process, which is aimed at the formation of general and professional competencies. In this regard, the future professional activity of a novice teacher acquires a special role, which is impossible without practical skills acquired at a professional organization, especially when it comes to organizing preventive work with children and adolescents at an educational organization.

The article discusses the need to build a model of preparation for school education working in preschool educational institutions. The proposed model is based on the direction of work that makes it possible to identify multi-level, systemic relationships between the components of the model, as well as problems that hinder the effective professional activity of a teacher in preschool education.