Keyword: «pedagogical technologies»

The topic of the article is defined by high social demand for mentoring in Higher Education. Mentoring models make it possible to create favorable conditions for achieving high results in the field of education in the form of developing relevant professional competences in students. The article examines the methodological foundations and contemporary approaches to modelling mentoring technologies in the educational process with an example of using one of the approaches in mentoring foreign students at a Russian university. An analysis of both domestic and international literature reveals L.S. Vygotsky's concept of the «zone of proximal development» as a scientific origin for modern mentoring technologies. The paper discusses three key models: «scaffolding» as a modern variant combining sociocultural theory of development and Vygotsky's concept, which involves dynamic adjustment of support levels in teaching based on the current needs of learners; Biggs' model, which outlines the stages of presage, process, and product; and the GROW model, focused on personal growth and goal-setting, encompassing stages of self-analysis, understanding current reality, generating alternatives, and choosing a way forward. Each model emphasizes the importance of active mentor participation and the adaptation of approaches based on learners' needs for effective acquisition of knowledge and skills. It is noted that there is a mutual intensification of self-realization processes for both mentees and mentors. Scaffolding of the development of foreign students’ creative potential has been examined within the framework of the practical part of the research. Mentoring models allow creating favourable conditions for achieving high indicators in the field of education, namely, the formation of professional competence. The high personal development potential of mentoring allows analysing the optimal conditions for self-realization of students in educational and cognitive activities. Mentoring technologies involve providing high-quality pedagogical support to students in modern conditions. Integrating mentoring technologies into the educational process through the use of Vygotsky's concept and the scaffolding, Biggs, and GROW models not only methodologically improves the educational process but also promotes the development of critical thinking, independence, and confidence among learners, which has long-term positive effects on their personal and professional development.

The problems of preparing future teachers for the use of pedagogical technologies in teaching schoolchildren are discussed. The content of the methodological courses is substantiated. The forms and technologies used are considered. Using the example of physics teacher training, the possibilities of the university ecosystem in its implementation are shown.

Modern educational technologies require the introduction of innovative approaches that promote active learning of students. Problem-based learning, as one of these methods, is becoming especially relevant in the context of rapid changes in society and science.

In accordance with the requirements of the Federal State Educational Standard, students need to be raised as successful, creative, independent people, ready to effectively interact with people around them when solving various problems and life situations [1]. Achieving this goal is complicated when we deal with younger students with disabilities. Statistics show that the number of children with disabilities is growing every year [3]. Our experience working in inclusive classes has allowed us to come to the conclusion that activity-based learning technologies contribute to the development of initiative, independence, and creativity in students with disabilities. Subject to a number of pedagogical conditions, activity-based learning technologies have made it possible to develop fourth-grade students' readiness for successful project-based research activities, as well as productive communication, interaction, and cooperation skills in a relatively short period of time (within a year).

The article examines the issues of continuity in the formation of a health culture in preschool and primary school children. The relevance of the topic is due to the need to create a unified health-preservation system that ensures the continuity of the educational process and takes into account the characteristics of children with different educational needs. The authors propose an integrated approach that combines pedagogical and defectological methods aimed at strengthening the physical, mental and social health of children. The article presents the theoretical foundations of continuity, practical recommendations for teachers and specialists, as well as examples of successful practices. The materials of the article may be useful for workers of preschool and primary school education, defectologists and researchers in the field of pedagogy and psychology.