The article describes and analyzes the most important stages of the pedagogical and scientific activity of the academician and vice-president of the Russian Academy of Education, chairman of the expert council of the Higher Attestation Commission on psychology and pedagogy, David Iosifovich Feldshtein (1929–2015). The emphasis is on his pedagogical and organizational skills, as well as his studies of developmental psychology, considered in a cultural and historical context.

The article discusses the problems of the Russian educational system. Main causes of these problems are revealed, in particular, lack of personnel policy in the education system, worship of foreign experience alien to us in this matter, thoughtless, constant reform of this system, lack of creative discussion on the problem of improving all levels of education in our country, etc.

The study provides a logical and meaningful analysis of scientific articles devoted to the peculiarities of additional training or retraining of teachers who do not have a specialized pedagogical education. The conditions for the formation of pedagogical skills, technologies and methods for improving the quality of university teaching are determined.

The article reveals the features of teaching physics in secondary schools and academic lyceums. It examines issues of developing motivation and qualities that encourage one to love science and engage in it. Relationship between the level of training of the teacher and his skill in organizing educational process in schools and lyceums is shown, and most importantly, having motivation to teach physics

The article is devoted to the analysis of the problem of personnel training for the system of higher professional education. Currently, our country has not formed a scientifically and methodically sound system of personnel training for higher education. The authors analyzed professional standards for the training of specialists in various professional industries. We studied the requirements for knowledge, skills and abilities, outlined the prospects for training these specialists. The presented results are based on a logical and meaningful analysis of literary sources, conducted pedagogical observations and a survey of specialists.