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The article reveals the historical and methodological bases of the teacher’s professional development. The paper analyzes national and foreign researchers’ ideas about the teacher’s professional development, as well as factors that ensure its effectiveness. The authors emphasize that the concept of teacher’s professional development is rendered by researchers in different ways, but allocation of professional and personal components in the teacher’s development is seen as common to all definitions. The research generalizes philosophical, pedagogical works devoted to the problem of personality development, the main statements of personality psychology and personal approach in education, system-activity and acmeological scientific approaches. It is revealed that many research works on the problem of research are based on the idea of L. S. Vygotsky on the correlation between learning and personal development, as well as on the leading role in this training. Despite the multifaceted analysis of the teacher’s professional development problem in educational institutions of different types, the matter of organizational and pedagogical conditions of teacher’s professional development organizations of secondary vocational education remains insufficiently investigated. Though it is the level of the education system, which allows solving the problem ofshortage of skilled workers, that in recent years is affected by active reforms associated with the modernization of educational organizations.

The article explores optimality as a basis for professional training of troops of the national guard of the Russian Federation. Introduction. The significant task of the national pedagogical science and practice is to find the criteria of training in current conditions. Analytical investigation of the theory of optimization focuses on the reality, functioning of entire educational process of training troops of the National Guard, that is, the possible objective changes in military education. This encourages researchers to search for ways to improve training of servicemen, taking into account the current reality. Methodology and research methods. The authors highlight the features of training military staff at the present time, focusing on relation between optimization of training on the socio-psychological situation of military education. Enhancement of educational process is combined with the need to create a psychologically comfortable learning environment. The authors focus on the needs of elite education, aimed at not the amount of knowledge, skills, fulfillment the high requirements, but the desire to preserve and reproduce the cultural values and traditions of the Russian army. Research results. The article outlines the characteristics of efficiency criteria seen as comfort, efficiency and effectiveness. One of the most important factor is the comfort in learning. This deals with creation of conditions for a sense of inner balance, security, confidence in students» capabilities, self-esteem, etc. Teacher»s feeling of comfort correlates with his spiritual emancipation. Such person is of interest to others, forms a positive experience of relationships in the educational process. The authors conclude that efficient educational process from the point of proposed criteria can be useful in solving the problem of introduction of new information technologies, programs in professional training for the national guard of the Russian Federation.

In modern context of high education, the tendency of building universities on the principle of «center-periphery», in which the differentiation of higher education institutions: national research universities, Federal universities, supporting universities and others. The authors address the problems of development of regional universities, emphasize the possibility of such universities in the development of scientific, human, cultural potential of the region. Regional universities are considered a platform for the development of human resources, taking into account the socio-cultural aspects of the development of a particular region, the point of innovative growth. In turn, the quality of human resources will determine the socio-economic development of the regions - subjects of the Russian Federation. At the same time, the trend of differentiation of universities raises questions about the mission of regional universities, the search for their role in the innovative development of regions. The authors turn to the organization of research work of students at the University as a resource base for the formation of human capital in the region. The authors show that the research competencies formed in the process of research work of the student are an integral part of the professional competencies of a specialist in demand in the modern labor market. The article presents the results of the author»s empirical research. The authors analyze the motivation of participation/non-participation of students in research work, the factors influencing the process of inclusion of students in research activities, experience and practices of the scientific-research work of students, the capabilities of universities in creating an environment that stimulates scientific research work of students.

The article is devoted to the formation and development of the system of social protection of disabled people in Russia in terms of providing equal access to financial services. Modern social policy of the country focuses on ensuring equality of rights and opportunities in realization of needs and individual resources of each member ofsociety. The relevance of the topic is explained by the consistently higher number of people with disabilities. People with disabilities as a special social category of consumers of financial services need significant measures of social protection and the adaptation of the classical approach to financial services. In Russia there is a certain system of bodies and institutions of civil society represented by various organizations, whose functions include the protection of the rights of consumers offinancial services. It is planned to overcome the shortcomings of the existing supervision in the field of consumer protection by introducing behavioral supervision of the financial services market by the Bank of Russia. The existing legal and regulatory framework includes measures aimed at encouraging financial market participants to take active socially useful actions, which, in our opinion, cannot be effective without removing one of the obstacles to ensuring financial accessibili- ty-the mental barrier caused by the lack of experience of interaction between individual groups of citizens with the financial sector. In this regard, currently in modern Russia there is a need to form a scientific concept of professional training, based on psychology and understanding of the social status ofpeople with disabilities who need full integration into society.

The article is devoted to improvement of methodical training of future officers and their capacities for individual activities in the context of activation of the subject area ofpedagogy. According to the concept of I. E. Akulov, V. I. Baydakov, A. G. Vasilyev, methodical training is seen as a set of training activities aimed at improving the skills of officers, warrant officers (midshipmen), sergeants (foremen) in the training of subordinates. Methodical training is an integral part of the commander's training. The article deals with the functional and personal approaches to rendering the term "methodical preparation” in modern science, as well as the concept of methodical preparation of future officers to arrangement of individual education of soldiers in the unit. Methodical readiness of the cadet to the organization of self-education of the military personnel is a component of structure ofprofessional training of the future officer to service and fighting activity. Advantages and efficiency of methodical readiness of the future officer to the organization of self-education of the military personnel as quality of the personality are analyzed. The urgency of self-educational activity and its priority in development of the serviceman as the subject of professional self-realization is revealed. The purpose of methodical preparation of the future officer to the organization of self-education of the military personnel consists in activation of the psychological and pedagogical knowledge, abilities and skills allowing to use effectively modern technologies of self-educational activity of cadets providing the dominating orientation and motivation in realization of the purposes and tasks of pedagogical maintenance of individual education of the military personnel in military professional activity. The article highlights a model of methodical preparation offuture officers of the national guard to individual education of soldiers, reflecting the internal prerequisites that determine the possibility of a deeply conscious, thoughtful, creative nature of work on yourself. The final result of individual education depends to great extent on the level of their development. That is why it is important to focus on formation and development of these internal prerequisites. in individual education of military staff.

The paper highlights the tendencies which occur in the processes of informatization and digitalization under conditions of postindustrial economy in relation to the system of further training. The author explores the outlooks and risks of digitalization in the further training system. The outlooks of digitalization offurther training are described by means of the model of reliable planning introduced by Taguchi. According to this model, efficient application of digital technologies in further training system is determined by minimum losses from consumers» dissatisfaction and high cost of technology. The article shows that outlooks of further training digitalization lie in application of cross-cutting digital technologies as big data; neurotechnology and artificial intelligence; distributed registry systems; quantum technologies; new production technologies; industrial Internet: robotics and sensor components; wireless communication technologies; virtual and augmented reality technologies, etc. This is seen to prevent further training lag from economic digitalization, existing requirements of digitalization in production and domestic sphere; to ensure development of material and informational infrastructure of organizations of further training; enhance the opportunities for learning new, cross-cutting technologies; ensure the system of lifelong learning; it will expand the opportunities not only for applying innovations but their development in the system of further training; ensure the increase in national education export; expand training opportunities for the system of further training. The author focuses on the risks related to digitalization offurther training and uses the model of total risks that includes the risks of direct losses received due to inefficient digital technologies in further training, and the risks of lost profits due to failed application of digital technologies in further training.

The complexity of the study of issues related to trust and trust communication in interpersonal relationships (including relationships that arise, for example, between a teacher and a student in the learning process) is connected with the fact that, according to V. Petrovsky’s fair observation, in the field of science, interpersonal relationships were often presented as «ideal forces» that are not amenable to a specific study. At the same time, the modern meaning of this concept has expanded: trust is understood not only as a form of communication with one’s own kind («I»and «the other»), but also in relation to oneself. According To E. P To Ilyin, trust towards oneself is the trust of one’s introspection, one’s feelings, perception, memory and one’s interpretations, faith in one’s own strength, one’s own value, necessity, which is emotionally experienced as self-acceptance. The article attempts to study and measure the manifestation of trust communication in the educational environment formed in the classroom between the teacher and the student, between the teacher and the class as a whole. The essence of the approach in the following studies is, among other things, the actualization of the image of the «significant other» in the consciousness of the student. «Significant other» in the mind of the student-the school teacher. The updated image is performed by inclusion in the student’s consciousness the feeling of «living presence»in a situation activity as a symbol. This symbol can be a portrait, a voice, a character or the character pictures, etc., in this study - pen from the teacher. The article proposes a simple and original way to update the image of a significant other (the study of the «Pen») .

This article is devoted to the current so- cio-psychological problem seen as peculiarities of personal emotional intelligence with different types of psychological boundaries in the youth. In general terms, the author refers to the psychological boundaries as «Ego» functions, which are aimed at delimiting «my own» from «other», emphasizing the identical and protecting it from the non-identical. Psychological boundaries are considered to be the decisive factor for development, transformation and functioning of emotional intelligence, as a personal phenomenon. Emotional intelligence is considered by the author as a set of abilities to understand, call and recognize emotions. Being a system of affective and cognitive representations, emotional intelligence functions on the borderline of internal and external space. Empirical research is based on key psychological principles: the principle of consistency and the principle of the unity of external influences and internal conditions. We used the following methods and procedures in our study: «Boundaries in the mind» by E. Hartmann, in adaptation of O. A. Shamshikova, V. I. Volokhovoy, 2013; «Self boundary» N. Brown, in adaptation of E. O. Shamshikova, 2010; Emotional Intelligence («EQ») Test by N. Hall in adaptation of E. I. Ilyin, 2001; Emotional Intelligence («EmIn») Test by D. Lusin, 2006. The selection of the study included 58 respondents aged from 23 to 35 y.o. The study consisted of two phases. The first is aimed at establishing the existence of interrelation between personal psychological boundaries and emotional intelligence (for data processing we used Spear- man»s rs rang correlation coefficient), the second is aimed at identifying the significant differences of personal emotional intelligence with different types of psychological boundaries (U-Manna Whitney). The study has demonstrated that the better psychological boundaries are formed, the higher is a degree personality»s ability to understand own emotions and emotions of others, as well as to manage these emotions. The highest rates of emotional intelligence are found in individuals with medium level of psychological distntsy.

The article presents the main results of theoretical and empirical research of the problem of development of creativity of students with special educational needs on the basis of application in educational and extracurricular activities of business games, situational tasks, trainings and creative techniques. The task of the modern education system as an inclusive system aimed at harmonious development and joint improvement ofall participants is the creation of conditions for the development of students and students of HIA, including creativity, their adaptation, and socialization. At the same time, in comparison with people with HIA, whose life plans and strategies do not always need a strong creative approach, creative activity and creative approach to study, professional activity, to life in general plays an important role in the lives of students with special educational needs.. All of these techniques are based on the actualization of the life experience of students with disabilities and involve the solution of professional problems of the student. It is also noted that in modern inclusive and special education different, classical and innovative technologies of working with children, adolescents, young people and adults with HIA are needed, synthetic and flexible approaches are needed in educational, correctional, other types of activity of students and with students with disabilities. Creative, art-ther-apeutic activity is one of the tricks of successful work in different areas is the development of creativity and creative abilities of students and students with HIA at the levels of primary, secondary, higher professional education. In addition to pedagogical (educational and educational), psychological (correctional and developmental) effects on students and students, work in the development of creative abilities of children, adolescents, young people with HIA helps to increase tolerance and harmonize the attitude of teachers, psychologists, and others specialists, as well as societies in general.

The author highlights the significance of development of Russian-Mongolian rela-tions in recent years in a positive way as there is a need to train professional personnel for Mongolia in Russia with knowledge of both Russian and Mongolian. The article shows the survey results of business and political elite of Mongolia and explored their needs in training in Russia, as well as data on investigating the professional Mongolian youth guidance. The research among the experts carried out in Western Mongolia (Bayan-Ulgy, Khovd and UVS aimaks) in 2013 and among the young people of Ulaanbaatar (Mongolia) in 2014 and among the experts in 20162017 specified the most promising areas of educational cooperation be-tween Russia and Mongolia in the field of staff training for Mongolian economy. Areas related to business and social management take the first place in the list of most relevant professions; engineering professions take the second place; education, social professions and Humanities take the third one. Natural sciences, Mathematics and Statistics, Services, Information and Communication Technologies, Agriculture, Forestry and Veterinary are seen much less prestigious for students. These are those areas Russian universities train highly qualified specialists. The im-por- tance of development of scientific and educational cooperation between Russia and Mongolia is not only in possibility of training highly qualified specialists for development of new technologies and joint business projects, but in the mechanism of reproducing the translators of the Russian language and culture in the neighboring territories in the future.