The article presents a study of the development of professionally important personal qualities of undergraduate students of the psychological and pedagogical direction in the conditions of emergency remote teaching (ERT). A study with the participation of 140 master’s students (70 in 2018– 2019, 70 in 2020–2021) and using the Emotional Response Scale of A. Mehrabyan and N. Epstein, the test of communication skills of L. Mikhelson, methods of professional identity research (MIPI) and personal identity (MILES) L. B. Schneider confirmed the assumption that empathy develops intensively at the beginning of training, both in full-time and in distance learning, but the development of communicative competence is difficult compared to full-time training. In contrast to the conditions of full-time study, with emergency remote teaching, the status of diffuse professional identity is common for students of both courses, and the achieved professional identity is much less common than for full-time students. Among first-year students, the most common is the status of diffuse personal identity, among second-year students-the status of a moratorium. The limitations of the obtained conclusions are discussed and the prospects for further research are shown.

Communicative competence is important for young people, as it influences their academic achievements and plays a significant role in adapting to the team and society. In addition, it affects the emotional well-being of an individual, which can be considered as a prerequisite for effective actions in the present and a resource for future success. The development of communication skills is one of the main tasks of education in any community, since the preparation of the younger generation for successful socialization and integration is the most important task of modern pedagogy. The formation of personal communication skills is closely related to the process of socialization and is a key aspect of the formation of the life position of young people. Both in domestic and foreign pedagogy, much attention is paid to the development of communication skills and socialization. They are considered as important problems related to the successful integration of young people into society, based on humanistic ideas in the field of education.

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 discusses the model and program for preparing student volunteers for effective interaction with persons with disabilities, describes main components of the model, and also presents stages and content of the program.

In Western society, psychotherapy has historically been seen more often as a communication focused more on the verbal than on the non-verbal. The author draws attention to the underestimation of non-verbal components in psychologist-client interaction. The specialist’s competence in nonverbal communication greatly improves the understanding of his or her counterpart, which in turn has a positive impact on the process of establishing and maintaining a therapeutic (working) alliance.

The article presents some directions of domestic and foreign research in the field of the teacher’s ability to address the interaction with the spatial environment as a psychodidactic tool. The substantiation of such a possibility is determined by the presence of a significant number of studies that allow to identify both individual attributes of the spatial environment of the school, and the system of indicators for the organization of educational sites interrelated with the psychological and academic well-being of the subjects of the educational process.

The article is dedicated to the problem of professional pedagogical competence. The purpose of the study was to develop structural and content aspects of the professional competence of teachers in the field of psychological and pedagogical support for children with disabilities. The following research methods were used: the study of legislative acts regulating the field of education, the analysis and generalization of theoretical and scientific and methodological studies, generalization and design of scientific concepts.

This article will focus on psychological methods of studying and developing the professional competence of teachers working in the public education system of the Republic of Uzbekistan.

The article analyzes the psychological and pedagogical conditions for preparing future speech therapists for communicative competence, including subject-methodical and informationcommunicative components. The positive and negative influence of information and communication technologies on the development of mental processes and the personality as a whole, the ways of forming multilevel information competence in the light of the requirements of legislative changes are shown.

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 publication discusses the possibilities of using reflective technologies designed for the process of forming intercultural competence among students studying in the pedagogical areas of higher education. Analyzing the logic, structure and algorithm for the implementation of intercultural competence in the educational process, the authors rely on historically formed and their own experience in developing didactic tools to ensure the consistent application of “immersion” technologies, informationcomputer learning, adaptation and creative design activities in the practice of transforming students’ personal results into practice of formation of reflective thinking.

The article indicates that extended professional education plays an important role in improving the professional competence of a teacher. Various types, forms and methods of advanced training and professional retraining according to the programs of DPO are considered. It is noted that the conduct and participation of teachers in scientific conferences on improving the quality of education and distance learning in the format of chat classes are effective forms of professional development of teachers at the present stage. It is emphasized that the strategy of modern DPO should be built taking into account the implementation of new, modern opportunities aimed at comprehensively meeting the educational needs of citizens, society, and the state.

The article discusses the process of training teachers of technology in an electronic educational environment, taking into account the interaction of physical laws with technological laws in a system of productive forces based on the principles of systemic thinking.

The article, based on the analysis of psychological and pedagogical literature, revealed the essence of methodological competence in the preparation of future teachers for educational activities, determined its structure, stages of formation. The results of the study of the reflexiveassessment component of the methodological competence of future teachers in education are presented. Based on the assessment by future teachers of their knowledge, skills of the method of educational work, deficits in methodological competence were revealed. The importance of improving the substantive and procedural component of the teacher’s methodological competence has been proven. The module of preparing him for educational work is described.

Few studies have shown that group needs and general emotional background are reflected in group dynamics. Many theorists consider the general level of security to be the key state of the group that affects group dynamics. However, according to E. Desi and R. Ryan, the need for security is actualized with the frustration of autonomy. This empirical study is devoted to testing the relationship between group structure (centrality and density of the communication network) and group needs for autonomy, competence, belonging and security. As a result, in a sample of 110 people, it was found that the density of communication networks is positively related to the degree of satisfaction of the need for belonging and the satisfaction of the need for security, and the satisfaction of all three basic psychological needs is negatively related to centrality.

This article discusses methods and means of developing the professional and creative competence of students. The design methodology proposed by the authors is aimed at creating professional competence that ensures the use of the following pedagogical technology: the formation of basic training options, the automatic formation of new individual options from basic or other options and their automated or automatic adaptation and optimization, training based on individual options, monitoring the degree of formation of potential competence, based on its results, current ones can be adjusted or new individual options can be formed for the next stage of training, etc. The authors have developed a teaching methodology that allows students to develop integrative thinking and develop high-level professional and creative competence in them. The proposed methodology is implemented through a standard and new set of teaching methods and tools, a developed set of integrative mathematical and specialized tasks.

The article briefly presents the main types of military professional activities of officers of the Strategic Missile Forces, gives the author’s definition of military pedagogical competence, substantiates the structure and content of the professionally oriented technology of its formation among cadets of military universities.

The article examines the ways, means and tools of forming the digital identity of adolescents on the path of personal development, actualizes the importance of the education system in the process of digital identity development. The results of an empirical study are presented, where the subject of study was digital competence and its structural elements as a component of the digital identity of students of educational organizations of the Ministry of Defense of Russia.

The peculiarities of the influence of sports on the development of communicative competence of high school students are studied. A comparative analysis of the features of the communicative competence of students involved in various sports, general physical training and not involved in sports sections is carried out. Recommendations for teachers and educational psychologists on the development of communicative competence of high school students are formulated.