The presented article is devoted to one of the most important topics of pedagogy — the recontextualization of the curriculum. Foreign studies (the theory of B. Bernstein) link the recontextualization of the curriculum with the freedom of the educational actors in the struggle for power over it. This approach shows the mechanisms of curriculum recontextualization and the interaction of teachers due to the control the structural elements of lesson. Authors offer an attempt to analyze interpretations of the curriculum by the participants of the teacher’s competitions. As a fundamental conclusion, the author develops the thesis about the dominance of the teacher’s power over all elements of the pedagogical design of the lesson and the formation of a teaching norm, reduced in its essence and potential.

The article is devoted to the problem of upbringing schoolchildren, which is relevant for modern education, which is considered in the context of the thesis formulated by L. S. Vygotsky: the cultural development of the child leads us to the issues of upbringing. The essence of the mutual conditionality of culture and education, which “allows” the learning process to influence the upbringing of schoolchildren, is discussed. Attention is drawn to the fact that the school psychological service as a psychological support of the educational process is an integral education that combines scientific, applied and practical aspects, and that education issues are largely related to its applied aspects.

The analysis of biographical materials, interviews and memoirs of students and employees of Academician of the Russian Academy of Education A. A. Bodalev and director of school No. 22 in Kuibyshev (Samara) V. D. Ostrovsky is carried out. The general, special and singular at the main stages of life and in the personality characteristics of both Teachers— the creators of author’s schools are singled out, memories of them are presented.

The article briefly analyzes the life path in science and the professional activities of the prominent educational psychologist N. V. Kuzmina. She is the founder of such an innovative field of human science as acmeology for the development of professionalism of adult specialists. She implemented this innovative discipline based on the study of the work of such main subjects of the education system as a kindergarten teacher, a school teacher, a master of industrial training, a teacher and a university dean. The article is the first to analyze, from the standpoint of subject-activity and institutional-personological approaches, the outstanding role of N. V. Kuzmina in studying the development of abilities, pedagogical talent and talent of teachers in the education system. The decisive creative contribution of N.V. Kuzmina and her scientific school to the creation of the foundations and development of acmeology technologies in modern human science is shown.

In this article, the authors discuss the relevance of the views of the great scientist and teacher K. D. Ushinsky in our days, since the modern realities of the digitalization of society exacerbate the issue of the cultural essence and the formation of the personality of a young person. It is in the art classes in additional education, according to the authors, that the resources of folk pedagogy according to Ushinsky are applicable. Among the main directions are offered: education of youth in accordance with the national system of values and a personality-oriented approach to classes to achieve the creative development of students. As an example, the content of classes in the vocal studio of a typical institution of secondary vocational education is analyzed.

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 article discusses the actual problem of education as a factor of social formation of a student’s personality, development of his spiritual and moral culture. Education is inextricably linked with culture — in the past, present and future. When this connection is broken, the level of education of schoolchildren drops, the cultural level of society decreases. The “falling out” of upbringing from the phenomenon of “education” negatively affects the quality of teachers` training. Ensuring continuous education in full — both training and upbringing — requires higher professional and personal training of teachers in pedagogical universities.

The article reveals the educational potential of the discipline “Educational activity in a modern school”, which is implemented within the framework of the training direction 44.03.05 Pedagogical education (with two training profiles) in the Federal State Budgetary Educational Institution of Higher Education “Kaluga State University named after K. E. Tsiolkovski” by the Department of Pedagogy. The authors describe in detail what skills and competencies can be developed through practical classes of this discipline and provide step-by-step instructions for their implementation.

The relevance of the topic is motivated by the need to embody a common basis in the interaction of subjects of one’s own and other cultures for solving moral problems. The author addresses the problem of students’ involvement in virtue. The paper provides evidence that education makes a person involved in the virtues of truth, justice, etc. It is revealed that one of the first to talk about the person’s involvement in the virtues of justice, truth, shame was Protagoras. Plato speaks of the involvement of the just into justice. Aristotle shifted the focus of the problem: the most important question was not about the All as uniting all types of human virtues, but about the general as uniting people around virtues. It is shown that this general is traditional virtues. The essence of the teacher’s and students’ involvement in virtue is revealed.

The article clarifies the meaning of concept of “mentoring”, which in literature intersects with the concepts of teacher, educator, mentor, tutor, leader, etc. The author sees in mentoring not a fashion, but an important trend, consisting in the reorientation of education to the individuality of the student, his independence and self-education, individual educational programs, collaborative activities with a teacher. To these characteristics, he adds an approach that involves solving a dual educational task — creating conditions (environment) for the formation of intelligence and the formation of a new image of a person (both sides of this task are concretized based on the analysis of educational cases). The stages of formation, development and completion of childhood and the associated features of mentoring are outlined.

The article is devoted to the problem of determining the prospects of pedagogical activity in modern conditions. The article presents traditional and new options for the work of a modern teacher. The author examines original practices of a teacher navigator in the world of information, a game teacher, a teachermoderator of educational activities, a teacher tutor, coach, teacher-leader, which are implemented by Teachers of the XXI century.

In the theoretical and empirical study, a complex of resource-prognostic components of the teacher’s personality is identified: reflexive design, constructive coping, emotional and value involvement, which determine the analysis, forecast and actualization of the teacher’s resource capabilities in response to the challenges and risks of the future. It is proved that resource-predictive constructs are the main factors determining the high level of personal and professional development of a teacher as a subject of creating a favorable educational environment for students of the future.

The relevance of the topic is motivated by the need to find ways to educate a person capable of committing a moral act by internal motivation, and not by means of outside compulsion. It is indicated that one of the possible ways of educating such a person is the formation of moral awareness in conjunction with the experience of moral behavior. It is substantiated that the methodological basis for revealing the relationship between moral awareness and the experience of moral behavior is axiology as a doctrine of values, as a philosophical theory of values, as a branch of ethics. It is shown that the category of value determines the content of the value “tier” of moral awareness and the value world of a teacher, a schoolchild, which connects them with moral practice, covering moral behavior and moral awareness. It is revealed that values are at the basis of the relationship between moral awareness and the experience of moral behavior. It is shown that one of the most significant is the value of the golden rule of morality.