The article presents a number of propositions and hypotheses of V. P. Zinchenko concerning development in ontogenesis. His commitment to L. S. Vygotsky’s cultural and historical concept and the changes and additions he makes to it are shown. His views on the child’s mastery of the word and the development of actions and images interrelated with it are given. The ideas about the self-development of personality in culture and the danger of rigid purposeful personality formation are reflected. The general scheme of the genome of cultural and historical personality development is described.

Formative assessment is a pedagogical technology based on feedback from an expert and teacher self-assessment so that the certified teacher himself determines further steps to improve his own results. It is called formative, because it involves not only self-assessment of the professional achievements of the certified teacher, but also their deep self-analysis in order to identify professional deficits and determine the individual trajectory of professional self-development. Formative assessment needs to be learned, which is why the article describes a structural and functional model for implementing the technology of formative assessment in the process of certification of teachers, consisting of three components: target, activity and result.

The article reveals the importance of motivational component in preparing competitive teachers in an ever-changing world and focuses on the future teacher’s motivation to develop multipotential abilities at different stages of his/her higher education. The in-depth interviews conducted among 1st–4th year students of the Institute of Psychology and Education of Kazan Federal University revealed the most important groups of students’ motives for the development of multipotential abilities, as well as the differences between the motives of first and last year students. This fact indicates that student teachers’ motivation changes throughout the period of their study at the university. This paper contributes to the research on the development of multipotential abilities of future teachers in the system of higher education by providing new data on the motives that motivate students to participate in various activities during their study to acquire new skills and competencies.

The article shows how, through a subjectogenetic approach to organizing various types of psychological and pedagogical practice, with the help of what techniques and methods one can use various options for multimodal game modeling for the formation and development of such universal competencies of students as the ability to self-organize and self-development, readiness to overcome life difficulties and to successfully cope with various types of stress.

The analysis of theoretical and methodological approaches to the concept of “selfdetermination” is presented. The relationship between social, professional and personal selfdetermination is established, visualized in the space of life self-determination. The principle of continuity of professional self-determination is considered. The analysis of approaches to the periodization of professional self-determination is carried out. The main aspects of building a system of pedagogical support for continuous professional self-determination of a growing person are considered.

The article reveals the pedagogical potential of poster art in the education of military personnel. The relevance of posters at the present time is substantiated. It has been determined that the priority area for the use of posters is educational work with military personnel in a military team. It was revealed that the use of posters is aimed at the implementation of the tasks of manifestation and consolidation of a worldview position, the education of patriotism, the formation and development of personal and collective responsibility, the development of professional, personal and moral qualities that are important for a soldier, the development of creative abilities, the aesthetic perception of the surrounding reality, the establishment of a close harmonic ratio between the knowledge, skills and orientation of the personality of servicemen. It is concluded that the pedagogical potential of poster art in the education of military personnel has a dual focus: on the part of the officers on the personnel (designing and creating posters as part of educational work) and on the part of the personnel on themselves (in the process of performing their own artistic and creative activities).

The article substantiates the determination of creativity as a culture-creating activity by the intellectual and personal activity of its subject. The contradictory self-realization of talent is expressed in the dynamics of his experiences and reflexive self-attitude, which are mediated by a system of sociocultural interactions as a space for personal development and professional growth of the subject in concrete historical conditions. These patterns are investigated in the scientific plan by means of a meaningful and semantic analysis of creativity based on the material of the life of the psychophysiologist-encyclopedist N. Ya. Perna. He developed an original method of reflexive psychological study of the psychobiography of the life path and productivity of the activities of outstanding talents. This was summarized by him in the fundamental concept of the rhythmology of life creation, an innovative contribution to the

The article analyzes the significance of the heritage potential of scientists who defined pedagogical thinking in the XX century, as well as their views on the development of priority areas of pedagogy, in general, and the problems caused by issues and various aspects of child rearing, in particular; compares systems, forms and methods of child rearing, classifications of age periods, as well as physiological and psychological changes occurring in children at various stages of their growing up; based on the conducted historical and pedagogical research, conclusions are drawn about the relevance and feasibility of the scientific potential of pedagogical heritage in modern conditions of the development of pedagogical science and society as a whole.

The article analyzes the influence of reflection and self-knowledge on the formation of a mature male personality during fatherhood, emphasizing the qualitative interaction between the conscious reflection of his actions and the paternal role. The article is devoted to a comprehensive study of the transformation of a man’s personality and the possibilities opened in the process of living his vulnerability and difficult emotions. While the process of reflection is important, the author proposes and justifies the need to maintain a balance between self-reflection and action. This view will be of interest to academic experts and practitioners in psychology, sociology and philosophy.

The article deals with the concept of self-development. Its mechanism is approved. Penetration into the world also implies the development of an internal, mental plan of activity, and content as relationships with significant people at an appropriate level of responsibility, which determines the actual content of self-development. The concepts of freedom and self-realization are connected.