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Purpose: A teacher of a vocational school should rationally use such teaching methods that would ensure the training of qualified personnel competitive in the labor market. Methodology: Educational institutions to meet the requirements of the market economy in the provision of educational services should be guided by a generalized model of a competitive specialist. The technology of development of the model includes the formation of components of professional activity (analysis of professional activity, identification of basic labor functions and professional skills) and training. Result: The assessment of theoretical professional training of students was carried out by testing with the use of PC in the main academic disciplines in two specialties. The assessment of theoretical professional training of students was based on the methodology proposed by A. A. Leonovich. Based on the assessment of knowledge in the five main academic disciplines, a generalized coefficient of theoretical training was calculated. Personal and business qualities necessary for a modern person in the conditions of market relations were evaluated by a number of psychological tests. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of the use of simulation methods of vocational education is presented in a comprehensive and complete manner.

Purpose: The aim of research is to analyze the development of university teacher’s innovative culture. Methodology: This is an analytical-descriptive research that obtained data from questionnaires and interviews. Content analysis and model structure have been used to analyze the data. Main Findings: Results showed that the formed teacher’s innovative space brings a future specialist to the understanding that the quality of life depends on the laborious work on one’s own spirituality, morality and worldview. The future specialist gets experience of professional activity on the basis of universal humane values, which is the main result of the modeled innovative culture in the pedagogical space. Applications: This research can be used by teachers, the education system and graduate students. Novelty/Originality: For the first time, modelling the innovation process of teachers has been studied.

Hoy en día, no es suficiente proporcionar solo a los alumnos cierta información útil. Es necesario enseñarles a ser independientes, iniciativa, intelectualmente flexibles, listos para tomar decisiones y ser responsables de ellas, para considerar los cambios sociales y adaptarse a ellas. La tutoría es una variedad especial de apoyo pedagógico; es decir, la facilitación del desarrollo de la personalidad del alumno en el contexto de la educación abierta. El número de tutores está creciendo dramáticamente hoy, así como también se proyectan nuevos y mejorados mecanismos pedagógicos y de gestión. Basado en la autoidentificación posicional y en el potencial del apoyo de tutoría en la actividad innovadora de los docentes en el proceso de educación profesional continua, estos mecanismos pueden generar resultados muy altos.

The current stage of socio-economic development of Russia is characterized by intensive changes in the field of interaction between the labor sphere and the education system. In terms of the organization of career support and development as a structural unit of the pedagogical process aimed at the development of the function of self-realization of the individual, we consider the situation of self-realization as a complex multilateral phenomenon, causing the result of the assimilation of material and personal development. A prerequisite for the development of educational trajectories is the developed and implemented in practice monitoring system, which is based on the following principles: purposefulness, continuity, integrity and diversity, consistency of actions of its subjects, targeting and publicity of the extracted information. A necessary condition for the development of educational trajectories is continuity, which provides: the unity of goals and objectives of the educational process; the content and methods of work of the teacher and students at all stages of their development; common understanding of the development laws, which reveal the relationship of learning, education and personal development. Analysis of the forms of joint activities of different educational institutions found that multi-level integrated training of specialists is carried out on the basis of the interaction of different types of professional educational institutions that retain legal independence, and meaningful one – on the basis of successive curricula and optimization of the content of academic disciplines. There are a number of problems that are being slowly solved: training of professional personnel lags behind the pace of structural adjustment of high-tech industries, there is a “washing out” of high-tech expensive specialties, the demand of national production is significantly ahead of the supply of educational institutions in terms of volumes and structure of personnel training, etc.

Today, the professional activity of the head of an educational organization is inseparable from the economic context. Economic activity of the head of the educational organization is to provide the organization with the necessary resources for its effective functioning and demand for educational services. In the context of modernization of the Russian education system, the key factor is the compliance of professional competence of heads of educational institutions with the needs of the time. Professional competence of the head of the educational institution is determined by a set of competencies, which are characterized by the ability to use theories and concepts, knowledge in various fields of activity, the gained experience; the ability to positive intellectual, volitional self-development, interaction with other people, groups, team; the presence of motives to respect the rights and interests of the individual in the course of management; personal attitude to activity. In the structure of economic competence of the head of the educational institution knowledge, activity, motivational and personal components are identified that provide professional and personal improvement and self-development of the head, the formation of his abilities, characterized by three types of competencies: marketing, business and economic and legal. To determine the level of economic competence formation in the educational process of the professional development system four formation levels (insufficient, basic, advanced and leadership) of economic competence of the head are identified, where each previous determines the subsequent one and is included in its composition. The study is aimed at solving one of the important problems of modern postgraduate education – ensuring the effectiveness of the process of professional development of heads of educational institutions. The professional development system is able to solve the problem of formation of economic competence of heads of educational institutions quickly.

Training specialists in social and economic areas should be regarded as a key priority. It is crucial to endow students of relevant specialties with basic mathematical knowledge and skills, to help these people fulfill their professional functions and use the main data sources, along with various mathematical methods, which can be efficiently used within economics and sociology

The issue of a university teacher’s professional career is considered. The relevance of the study is determined by the fact that the chosen subject is actively developed by supporters of the personality-activity theory, which underlies the design of the educational process in the substantive and methodological aspects. The notion of “career-forming education” (CFE) is interpreted as a non-situational amount of knowledge, applied skills and cognitive scenarios aimed at achieving high results in the profession (recognition within the community, well-paid and socially significant positions) and receiving positive emotions from the work. We understand the system of career growth as a subsystem that is a part of professional education. When studying this system, the authors of the article used the concept of Russian professional education proposed. According to this concept, there are four main ideas: the humanization of education, its democratization and an emphasis on continuity and being ahead of the time. The novelty of the study and its theoretical and practical significance consists in defining three conditions favouring the university teacher’s career growth: the integration of pedagogical work into the system of life meanings and the value hierarchy of the person as their most important component; constant creative search with a critical attitude to one’s professional level; the teacher’s readiness to implement innovative activities. Conditions for the university teacher’s professional development are the following: integration of pedagogical work into the system of life meanings; constant creative search; readiness for the implementation of innovative activities.