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.

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 actual problem of domestic pedagogical education — the problem of formation of future specialists’ desire for self-organization in professional pedagogical activity. The significance of the problem chosen by the author for the study is beyond doubt. This value is determined by the modern socio-cultural realities of Russia. The article presents a deep, from a scientific point of view, valuable analysis of substantive issues within the framework of the consideration of the central concepts of the problem field. In general, the article has a strong theoretical, applied and practicalmeaning.

The issue of professional training of a future primary school teacher to interact with parents in modern conditions of social and economic life is becoming extremely relevant. An important area of professional training of future primary school teachers is precisely interaction with the family, which is the first institution of socialization of the individual. In this regard, there is a need to improve the theoretical and practical training of a student who can independently, creatively solve problems of interaction with parents. The education system today needs structural, substantive and technological changes. The article describes the process of introducing the system of formation of professional readiness of the future primary school teacher for social-pedagogical interaction with the family in the educational process of preparing students in the direction 44.03.01 “Pedagogical education. Primary education”. The purpose of the article is to reveal aspects of the dynamism of professional training, the organization of the educational process of students (future primary school teachers), the features of the formation of professional readiness for social-pedagogical interaction with the family at the university, which is the result of this training.