Keyword: «professional education»

The subject of the study is innovative technologies in the modern educational process, which are of key importance for the activities of educational institutions in the context of the implementation of the Federal State Educational Standard. The purpose of the study is to consider the methodology and methodology of studying the problem of innovative technologies in modern professional education. The author's version of the goal, tasks, hypothesis, and features of the methodology for studying this problem is proposed. The research program is presented in stages. The choice of research methods is justified. It is shown that the use of innovative technologies in an educational institution of vocational education will be effective if the prerequisites, conditions and difficulties of their application are determined, as well as the use of various methods and forms of active and interactive learning. The emphasis is placed on the practical orientation of different learning technologies. Based on the study of the proposed literature, possible directions for solving the problem of innovative technologies in vocational education are formulated. It is proved that in the conditions of informatization of modern Russian education, new technologies can be applied by a teacher in the HE and SPO system at almost all stages of the educational process. It is revealed that the most important trend of the modern stage of domestic education is the desire to integrate various technologies involved in the educational process.

The subject of the study is activity as the main way of human existence in society, and professional and pedagogical activity as a kind of social activity. The leading properties of social activity in general, functional features of professional activity of the teacher are considered.

The relevance of the research is due to the need to develop the modern content of higher professional education of teaching staff, taking into account the practice-centered principle. Specialists working with families with children should have appropriate professional knowledge and skills related to the ability and readiness to provide pedagogical and psychological support to children and their families with risks of desocialization and maladaptation, as well as those in need of social services. The main reason for the emergence of such a need is usually associated with a violation of the process of personal social development, which is due to the improper implementation of the leading activity, personal losses, violation of attachment, parental alienation. The article presents the characteristics of the results of domestic and foreign studies of social development and social learning models: a model of human development (child, adult), a model of psychological and pedagogical work with a loss, attachment theory, theory of social learning. The purpose of the article is to theoretically and empirically substantiate the significance of the content core of the «Model of social development and social learning» in the main educational program in the training area 44.03.02 “Psychological and pedagogical education” and specialization profile «Family education». Analyzing the problem of studying models of social development and social learning in the content of the main educational programs of higher pedagogical education, we relied on the following scientific approaches in our study: personal, socio-cultural, salutogenic and competence-based. The main results of the study are related to the characteristics of the main educational program in the training area 44.03.02 “Psychological and pedagogical education” and specialization profile «Family education» in the context of the content core of the «Model of social development and social learning». The theoretical significance of the research lies in the fact that the results can be used in the development of the content of the main educational programs at the bachelor's (master's) level for the professional training of specialists working with socially vulnerable categories in the social sphere. Practical significance - the solution of the scientific problem to develop the content of higher professional education of teaching staff through the substantiation and introduction of modern practice-oriented content of the basic educational program for training specialists in the social sphere at the level of bachelor's degree studies. The article presents the characteristics of the experience of implementing the basic educational program for the bachelor's degree level, training area 44.03.02 - psychological and pedagogical education, «Family education» profile at the Institute of Pedagogy and Psychology of the Moscow State Pedagogical University.

The subject of the study is practical training in a professional school. The purpose of the study is to consider the main problems of its organization. It is shown that there is a discrepancy between practical training in a vocational school and industrial realities, which significantly reduces the effectiveness of mastering the competencies required by the graduate. It is proved that the problem of intensification of practice-oriented training in our country will be solved by the Federal project «Professionalism» – a new program for training middle-level personnel. The advantages of professionalism as an effective means of solving problems, contradictions and difficulties of practical training in professions and specialties of secondary vocational education are shown.

The article analyzes various interpretations of the concept of a person’s position and subjectness. It examines the legal acts that determine the need for the formation of a subject position among students of pedagogical universities as well as the conditions for the successful formation of a student’s subject position at the stage of vocational education.