The article is a generalization of the empirical study of the dynamics of professional readiness of students of psychological specialties. The article naturally talks about the features and components of professional readiness, about the stages of educational activity of students of the last year of study. Based on the identified components (motivational, communicative, volitional, value-semantic, evaluative-reflexive), psychological testing of students was carried out at the beginning and at the end of the last year of study, the results of which showed a certain dynamic in the field under study. The reasoning about the dynamics that took place was confirmed by mathematical and statistical analysis.

The article actualizes the problem of preparing high school students to choose a military specialty in current political situation; semiotic and technical aspects of diagnostics are revealed, components, indicators and criteria for evaluating the phenomenon under study are specified.

В статье описаны результаты экспериментального исследования профессиональной готовности педагогов, работающих с детьми с особыми образовательными потребностями; дано обоснование современного понимания понятия «особые образовательные потребности»; обозначен вклад В. И. Лубовского в разработку методологии обучения и воспитания детей с ограниченными возможностями здоровья (ОВЗ).

The problem of formation of professional readiness of students remains relevant for the higher education system. The cognitive component, as one of the components of professional readiness, is characterized by the amount of knowledge (breadth, depth, consistency), the style of thinking, the formation of skills and abilities necessary for a future specialist. The article is devoted to the use of concept maps as an effective method of forming professional knowledge in higher education. The article examines the sequence of introduction of concept maps into the learning process, formulates requirements for the development of concept maps, describes the results of systematic use of concept maps in the formation of the cognitive component of professional readiness of students, the features of using the method in group work, the evaluation system of concept maps developed by students.

The article shows the importance of the formation of social and informational competence in preparing students for future teaching activities. The structural components of socioal and informational competence and their content are considered. The conducted 104 research of the social and informational competence of future teachers is described, and its results are analyzed.

The article deals with the problem of forming the experience of paradoxical thinking in future teachers as a factor of their readiness for innovative pedagogical activity. The study proves the importance of the formation of the designated thinking among students of pedagogical universities, the basic scientific concepts of the subject field are considered and analyzed. The paper describes the elements of the process of forming the experience of paradoxical thinking in future specialists, offers a theoretical model of this process, and also shows the results of verification of the developed model in the real professional training of future teachers.

The article presents the results of a comparative historical study of the age and sociocultural characteristics of professional attitudes among modern and young students and their peers in the late 20th century. It is shown that the personal attitude to the situation of professional choice of modern high school and college students is characterized by high self-esteem and selfconfidence, unlike their peers of the 1980s. which were less determined and more dependent on external factors. Gender changes in attitudes towards the situation of professional choice have been identified.

The presented materials reflect the results of an experimental approach to understanding the problem of responsible fatherhood among modern parents. Based on the results of the implementation of the method of theoretical analysis, and highlighting as the most important indicators of responsible fatherhood the possession of a man (father) with the information necessary to organize effective interaction with the child, awareness of himself as a parent, and, as a consequence, his desire to fully realize himself in this social role, describes the results of experimental testing of a program of psychological and pedagogical support for the process of forming responsible fatherhood as an integrative personal education

The article reveals the need to study the problem of psychological readiness of servicemen of the National Guard troops to perform service and combat tasks, psychological readiness is considered within several conditions, taking into account the changing socio-political situation.

The article presents the problem of psychological readiness for innovation activity in conditions of instability, uncertainty, complexity and ambiguity. The motivational, cognitive and personal components of psychological readiness for innovation are described. An approach to the description of the phenomenon of psychological readiness for innovation in the VUCA environment through the integrative resources of the individual as a subject of activity — innovative potential and self-regulation is presented. The structural components of innovation potential and personality-style characteristics of self-regulation in the VUCA environment are analyzed.

The article discusses the psychological and pedagogical foundations of the theory and practice of specific pedagogical activity of teachers of humanities of educational institutions of higher education (university teachers, high school teachers, humanities teachers), which received the author’s name “step-by-step method of preparation for classes”. The key problem, purpose, main features and results of the activity of university teachers at each stage of this methodology as an algorithmized educational technology are revealed. The novelty of the content is due to the formation of psychological images (models) and material products among higher school teachers at each stage, ensuring the effectiveness of teaching and learning, training and education, and professional education of students.

The article presents the scientific justification and the results of an experimental test of the psychological and pedagogical conditions for effective management of the implementation of federal projects in educational institutions. The social significance of the psychological and pedagogical readiness of teachers to implement project activities in education is highlighted. It is shown that the orientation of such activities is the design and research activities of students. It was found that for the effective implementation of federal educational projects, teachers of modern schools need to form project competence, ensuring the achievement of the necessary results in their professional activities, indicating a sufficient level of psychological and pedagogical readiness for pedagogical design.

The article discusses the need to reflect the challenge of uncertainty in the context of the role of art in human life. The importance of art for understanding and accepting a person himself, as well as the fateful stages of his life, is considered. A comparative analysis of the dramaturgy of A. Chekhov and B. Brecht is carried out, which reveals two opposite positions in the assessment of turning historical events (reflexive understanding and categorical condemnation) and emphasizes the importance of a reflexive assessment of what is happening and a value definition of oneself in it.

The article presents the educational environment of a modern pedagogical university as a resource for students to realize the need to master certain competencies that make up the readiness of a future teacher for professional activities in an inclusive environment. A brief analysis of individual scientific positions in the field of studying the educational environment and the parameters of the teacher’s readiness to work in this environment is presented.

The article is devoted to the role of initiation in the formation of meaningful characteristics of the readiness of future journalists for professional activity. As part of studying at the university, it is necessary to start introducing students to the profession as early as possible, so that by the time they enter their first internship they will have gained experience working in a team and can create high-quality content in a given time. Currently, the content characteristics of readiness for professional activity and the peculiarities of its formation at different stages of study at the university remain insufficiently studied. During the study, the methodology of A. P. Chernyavskaya “Professional readiness” and the statistical method “Student’s T-criterion” for dependent samples were used as diagnostic tools. The empirical data obtained show that the inclusion of initiation technology in educational and extracurricular activities makes it possible to achieve positive dynamics of the parameters of students’ readiness for professional activity at different stages of study at the university, provides immersion in the future profession, accelerates the process of socialization. Its potential can be used in career guidance and in the course of forming the readiness of students in other areas of preparation for professional activity.

The article focuses on main directions and forms of work with young people on military-patriotic education on the example of the Arctic region of the Kola Arctic, reveals a conceptual block that contains approaches and principles of military-patriotic education; a target block that defines the purpose and objectives; the block of interrelations of age and social succession, which reveals the logic of interactions and continuity of preschool, school, higher and additional education, as well as service in the Armed Forces of the Russian Federation. A substantial block that contains the following sections: “spiritual and moral education of youth”; “military-patriotic work with youth”; “vocational training”; “military-applied sports”; “general physical training” appears as the most noteworthy. The final blocks are the evaluation and performance block, which reveals the results of the functioning of the system and states its actualization.

The article is devoted to a theoretical description of the system for preparing future teachers of vocational training for the implementation of educational activities developed within the framework of the dissertation research. The model of training future teachers of vocational training for the implementation of educational activities developed in the course of the study includes normative-targeted, motivationalvalue, organizational-technological, and control-evaluative components. The implementation of each of the components of the training system is aimed at the formation of stable and flexible personality traits of future teachers, which form the content of the components (motivational-value, conative-activity and emotional) of their readiness for educational activities.

The article examines various aspects of tutoring accompaniment for gifted children in the educational space. Shows the content of the joint activities of the tutor and gifted children. Organizational and pedagogical conditions and methods of training a tutor for accompanying gifted children at a pedagogical university are disclosed.

The article is devoted to the study of the social-psychological needs and professional orientation of high school students in the learning process. The results of the study cover the period 2012–2019. We studied practical forms of social-psychological readiness of students in grades 9–10. By the method of statistical processing of calculations, they were convinced of the correct choice of the profession of the senior classes in the learning process.

The relevance of this study is due to the need of changing the professional training of a teacher on the basis of creating conditions that encourage him to self-knowledge and selfdetermination, reflection and search for the most important meanings of the pedagogical profession. In this regard, the article considers some aspects of the development of the readiness of students of a pedagogical orientation, in particular, a pedagogical magistracy, for reflexive activity. The results show that solving a problem of developing readiness to reflexive activities among students needs to be associated with stating clear reflexive training tasks; with providing education conditions for training analysis of their work, with forming conditions of raising skills of objective assessment of their abilities; with managing different forms of lessons on teaching them methods of improving reflexive skills.