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.

The article presents the activities of the Consulting Center of the Moscow Psychologicsocial university, analyzes the results of monitoring the provision of consulting services by the center’s specialists to the parental community on development, education and upbringing of children.

The problems and trends of the growth of the personnel shortage in the school education system are considered. The analysis of problems and shortcomings in the professional work of novice teachers is carried out. The role of psychological factors in the adaptation of young teachers to professional activity in modern social and cultural conditions is shown. Mentoring is described as an effective way to adapt to the profession and develop the personality and professionalism of a young teacher. The methodology of psychological and pedagogical support of young teachers at all stages of their entry into the profession has been developed.

The article analyzes the determinants of the development of professional deformations of a teacher of higher education; the features of possible manifestations of professional deformations are revealed. The authors reveal the psychological and pedagogical support for the prevention and overcoming of professional deformations of a higher school teacher, characterize the content of the organization’s components (attitude-target, regulatorydynamic, behavioral), tasks, consider methods of mentoring, Balint’s groups, music therapy, trainings, psychodrama, reframing.

The research of cognitive and metacognitive components of professional thinking of the students (n = 109) of the “man – man” type of jobs, as compared to value orientations, is presented in the article. Cognitive and metacognitive peculiarities are differently directed and have multiple meaning associations with the system of values. The potential of cognitive component of professional thinking is presented by various predominant qualities, while the potential of metacognitive component is characterized by different levels of development of metacognition.

The article analyzes and compares the concepts of “tutor”, ”mentor” and ”curator”, the features of tutoring in secondary vocational education are determined, the experience of digital tutoring in college is conceptualized, the prospects for building models of psychological and pedagogical support for the individualization of secondary vocational education in the context of digitalization are determined.