Introduction. Pedagogical modeling determines the possibilities of clarifying the used scientific knowledge by teachers in the system of lifelong education and creating new scientific knowledge as a product of theorization, development of anthropologically determined relationships and focused on innovative and productive functioning of environments. The problem of using and encouraging teachers to solve problems using pedagogical modeling is of interest from the s tandpoint of the formed professional skill and scientific and pedagogical activity.
Materials and methods. Theoretical and empirical research methods were used in the structure of the work: analysis, synthesis, generalization, comparison, comparison, scientific theorization, study of the work of teachers and student students, registration method, methods of mathematical statistics. The fundamentals of the determination and refinement of the conceptual apparatus were determined in the constructs of the traditional pedagogical methodology (broad, narrow, local meanings) and in the constructs of the innovative pedagogical methodology (adaptive-productive meaning, functional-labor meaning, epistemological-personalized meaning).
Results. Pedagogical modeling is determined in the context of the fulfillment of professional and labor functions – in the teacher’s activities, the practice-oriented use of pedagogical modeling predominates, in the activities of the scientific and pedagogical worker there are practical and science-based possibilities of pedagogical modeling. Pedagogical modeling is determined by the resource of personality development and the formation of a culture of individual personality work. In the structure of theorizing the quality of solving problems of forming a culture of independent work of an individual, pedagogical modeling ensures the success of achieving defined and implemented goals of an individual’s activity. Pedagogical modeling is determined by the element and construct of the formation of productivity and success of a person. The system of lifelong education reveals the orientation of the student’s personality development in the context of the formed meanings and technologies of training and education.
Discussion and Conclusions. Pedagogical modeling in the professional activity of a teacher and a scientific and pedagogical worker has a general system of theorizing results, but different directions and constructs of creating new didactic and professional pedagogical knowledge. The quality of using pedagogical modeling reveals the prospects for the development of the individual, lifelong education and society as a whole.

Introduction. The use of the frame approach in modern constructions of the educational process allows you to optimize energy consumption in the system of communication and learning, achieving an acceptable learning intensity. The logic of presentation of educational material when using the frame approach most fully corresponds to and optimizes the algorithms of the primary stages of filling in knowledge bases.
Materials and methods. The experimental study was conducted at the Department of technology, fine arts and design of the Institute of pedagogy and psychology of Petrozavodsk state University. The following research methods were used: observation, systematization, analysis and synthesis, generalization and comparison. Scientific publications in periodicals and methodological materials on the use of the frame approach developed at universities were used as informative sources.
Results. The article considers some features and problems of presenting educational information in the form of: frame-frames (reference notes), frame-schemes and frame-algorithms used, for example, in the process of studying technological operations: drilling, turning, filing, when performing course design tasks, organizing thematic conferences, etc.the use of the frame approach in professional training in higher education in pedagogical and engineering areas and specialties becomes Especially relevant.
Discussion and Conclusions. Based on the results of the study, methodological recommendations for using the frame approach in the system of technological education are presented. Frame organization of all aspects of the learning process largely solves the problem of intensification of the learning process, including attracting the potential of fractal theory and practice of building innovative learning technologies.

Introduction. The article describes the e-education system, modern e-learning tools and their role in enhancing the competitiveness of a graduate of a modern educational institution, in particular, concerns applying graduate’s competences in modern conditions of the territories of advanced social and economic development.
Materials and methods. The author considers the competency-based characteristics of the involved teacher, diverse electronic educational resources and their types, their advantages and certain disadvantages, as well as their prospects in the perspective of the educational subject.
Results. Great importance is given to the motivation of the specialist, including educational and cognitive aspects. Potential competitiveness directly depends not only on the educational and cognitive motivation that drives the learning process and allows the specialist to acquire the maximum amount of specialty-related knowledge and skills, but also on the professional one, which provides the professional orientation.
Discussion and Conclusions. The social significance and the prospect of implementing electronic education system in Russian reality, especially in the context of economic, geographical and social inequality at the territories of advanced social and economic development, are revealed. Elements of e-education, adequately integrated into the vocational training system, are able to provide increased competitiveness and adaptability of a specialist in the digital economy.

Introduction. The article deals with the training of professional educational program managers for work in the digital environment of a university. The digital environment of the university is considered from the perspective of managing professional educational programs and is a complex open system that integrates system components for managing content, process, resources, contingent, finance and quality of programs that ensure the integrity and continuity of the educational process at all levels and in all respects. The implementation of a digital model for managing educational programs at a university on the basis of a single digital ring of services for an electronic platform for managing educational programs at a university dictates the need for digital competencies of managers of major professional educational programs (OPOP).
By digital competence of the leaders of professional educational programs we mean the ability and willingness to perform labor functions in the design, implementation and replication of an educational program using digital technologies that ensure the effectiveness of activities
The way to identify professional deficiencies in the field of digital competencies of the leaders of professional educational programs was the personalized design of educational internship trajectories with tutorial support for the internship. The internship trajectory of the heads of OPOP has a modular structure and is aimed at eliminating professional deficits in the field of information, methodological, communication, technological and organizational component of digital competencies. The internship site (virtual laboratory) is a virtual educational space that provides training for educational program managers and online events: hackaths, quests, webinars, etc.
Materials and methods. When writing an article, the following methods were used - theoretical and methodological analysis and synthesis of available special domestic and foreign scientific and methodological literature, conceptual analysis of scientific articles and publications on the topic; study and generalization of both domestic and foreign developments and implementation of projects to create digital environments in education management; application of generalization, comparison, forecasting methods, online surveys.
Results. The structure of the digital environment for managing professional educational programs at the university is presented. Functionally described is the ring of digital services for the management of OPOP. The analysis of different approaches to assessing the digital competencies of educators is presented. The concept of digital competencies has been clarified in relation to the head of a professional educational program. The content of the components of digital competency is described: informational, methodological, communication, technological, organizational.
Discussions and Conclusions. The developed modular program for eliminating professional deficits of heads of professional educational programs in the field of digital competencies, based on the personalized design of educational internship trajectories with tutorial support for internships, will allow you to effectively administer and manage BEP in the digital environment of the university.

Introduction. The staff of Secondary and Higher Educational establishments start training as  students of one of pedagogical universities and this training continues throughout all their professional life. A foreign language teacher ins not an exception. The objective of a higher educational establishment is to provide the foreign language teacher with profound background in several directions, necessary in his professional activity. These concepts include: 1) concepts in linguistics; 2) concepts in psychology and pedagogics; 3) concepts in lingvo-didactics. concepts from the above mentioned scientific spheres are further supported within the framework of self-teaching activities and postgraduate education, they are  clarified and enriched with  new concepts and meanings, new data obtained from the modern teaching, psychological and methodological research.
Materials and Methods. A wide range of research methods (general scientific and special) were used within the framework of the research. The authors of the study widely used the following  methods of research: 1) an analysis of the scientific literature on training staff for secondary and higher education; 2) analysis of existing educational systems for  teachers training; 3) monitoring the professional work of foreign language teachers;4) testing methods for teachers studying at training courses in the Nizhny Novgorod Institute of Education Development; 5) methods of linguistic descriptions of professional concepts and terminology related to training and education by means of  foreign language; 6) survey; 7) monitoring of pedagogical activity of the foreign language teacher and its analysis; 8) Discussions with the management of educational institutions, where the teacher is working.
Results. The following scope of scientific work has been performed as a result of the survey 1) The psychological and didactic features of activity of the future foreign language teacher in the school environment and the higher education institution have been defined; 2) significant range of professional teaching concepts that are important for the efficient organization of educational process in the sphere of language in schools and universities has been revealed; 3) conditions under which bachelors and post-graduate students  master  methodological concepts within their systematic training in high school have been described; 4) special methodological terms explicating professional and methodological ideas and meanings that are important for the teaching of the discipline "Foreign Language", in the organization of educational, cultural and educational activities of the teacher by means of a foreign language have been selected and organized into particular structure; 5) tools for assessing the quality of mastering terminological apparatus of methodical science has been defined
Discussions and Conclusions. The authors made recommendations for teachers of major subjects "Theory and a training and education (foreign language)", "Methods of teaching foreign languages at school", "Methods of teaching foreign languages in high school", "Theory and Methods of Teaching Foreign Languages and Cultures "in order to create a professional conceptual field of the teacher of foreign language.

Introduction. An increasing emphasis in education is placed currently on the development of cognitive abilities of children, their cognitive, creative activity. The solution of this problem at the first stage of general education is associated with learning technologies .In spite of developing opportunities of project activities on environmental topics and implementation of such projects in the education in preschool institutions are required more in-depth study despite the rather large volume of available publications on this problem. The purpose of this work is to identify the pedagogical conditions for the successful development of senior preschoolers’ cognitive abilities in project activities with environmental content.
Materials and methods. The study of children's cognitive abilities was carried out using the following diagnostic methods: “Unusual tree” (author – N.E. Veraksa); “The Fourth Extra” (author – V.V. Kholmovskaya); “Nonsense” (author – R.S. Nemov); “addition of phrases” (author – E.L. Agaeva). The professional competence of teachers in the aspect of the studied problem was determined during the interview.
Results. Project activities on environmental topics have great potential in the development of preschoolers’ cognitive abilities due to the fact that they provide a solution to the problem, which is based on a contradictory situation; imply that the problem is a starting point for the development of the situation; involve a transformation of the situation; provide for the expression of attitude to the surrounding reality.
The development of children’s cognitive abilities in preschool age is carried out primarily due to the mastery of intellectual operations. Involving Children into project activities on environmental topics contributes to the development of mental operations of analysis, generalization and classification according to essential features, the ability to establish logical connections and relationships existing in the environment, cause and effect relationships.
Discussion and Conclusions. The pedagogical conditions that ensure the development of cognitive abilities of older preschool children in the activities of the project are the selection of natural history information that meets the factors of novelty, complexity, the presence of contradiction in it, as well as the implementation of pedagogical technology based on a holistic approach to organizing children solve search and research and creative nature by incorporating into different types of activities, consistent development of the ability to navigate the flow of information, to construct their knowledge.

Introduction. The article is devoted to the study of the features of inflection skills of the preschoolers with a general speech disorders. The problem of studying the grammatical structure of speech plays a leading role in modern scientific and practical research, and the question of the mechanisms of the formation of grammatical patterns of language of children having general speech underdevelopment and the development of recommendations for speech therapy effects on this basis is especially relevant. Taking this factor into consideration, it is important to study the characteristics of inflection skills of preschoolers with a general speech disorders, as one of the categories of the grammatical structure. Accordingly, the purpose of the study was to investigate the characteristics of inflection skills of preschoolers with general speech underdevelopment. In accordance with the purpose, the course of the study is described, its results are analyzed, and conclusions are formulated. Accordingly, recommendations for speech therapy have been developed.
Materials and methods. The study of the features of inflection skills of preschoolers with a general underdevelopment of speech was carried out in several stages. At the stage of analysis, synthesis, generalization and comparison of scientific literature data, the main theoretical and practical works of leading specialists were studied, dealing with the problem of formation and development of inflection skills in both normal and impaired speech development process. At the stage of the ascertaining experiment, preschoolers were offered a test aimed at determining the level of formation of inflection skills. At the final stage, empirical methods for processing empirical data (quantitative and qualitative analysis) were used.
Results. As a result of the study, it was found that the inflection skills  of preschool children with general speech disorders are mainly formed at a lower-than-average level, while their peers with normal speech development are formed at a high level. The hypothesis of the study, which suggested that the word-modification skills of preschoolers with General speech disorders, in contrast to preschoolers with normal speech development, are characterized by inconsistencies in gender, number, case of nouns and adjectives, errors in the use of forms of number and gender of verbs, was confirmed.
Discussion and Conclusions. Taking into consideration the results of the study, we concluded that there is a need for speech therapy to compensate for the underdevelopment of inflection skills, as a result, logopedic recommendations were developed for developing inflection skills of preschool children with general speech disorders, which are part of a comprehensive speech therapy on the development of oral speech.

Introduction. The article examines the socio-psychological features of personal self-determination of students with disabilities and disabilities. The subject of the study were the most significant factors influencing the adaptation of such students to the academic environment, as well as the mechanisms of its optimization. The increase in the number of applicants with disabilities predetermines in the context of social and educational inclusion the development of an accessible environment in the form of barrier-free architectural and academic space, the creation of a psychologically comfortable invision. The problem of personal self-determination of students with disabilities in the process of higher vocational education is updated with the specifics of their worldview, mastering of competences, interpersonal communication.
Materials and methods. The paper conducted a theoretical analysis of a set of domestic and foreign scientific sources (monographs, articles and publications on the topic of research, results of dissertation studies on psychology, sociology, pedagogy) which allowed to generalize and systematize international and Russian experience both in relation to the general situation of students with disabilities in higher education, and the specifics of personal self-determination of students with disabilities; method of theoretical generalization, content analysis, secondary analysis of empirical data.
Results. As a result of the author's analysis and interpretation of available scientific sources, the data of international and Russian socio-psychological studies are summarized and systematic. The data obtained during the secondary analysis made it possible to identify and substantiate the basic factors that affect the personal self-determination of students with disabilities: resilience, internality, self-sufficiency (personal, social, professional). A number of mechanisms to improve the level of socio-psychological adaptation have been proposed.
Discussion and Conclusions. The article presents the author's interpretation of international and domestic experience of socio-psychological research aimed at identifying the actual factors of personal self-determination of students with disabilities. As a real mechanism for improving adaptive abilities, students with disabilities and motivations for personal self-determination proposed the development of local (university) integrated support centers.

Introduction. The relevance of the problem presented in the article is due to the need to develop the speech of younger preschoolers. Of particular importance in solving this problem is the use of reasonably organized musical activity, since the spontaneous development of speech in children causes lagging behind modern requirements for accelerated formation of intellect. In this regard, a pedagogical analysis of domestic and foreign approaches to the study of the role of musical activity of preschool children was carried out, which showed that a special study of the speech development of younger preschool children in the process of musical activity has not been previously conducted. The purpose of the article is to identify the most effective types of musical activity in the speech development of younger preschoolers.
Materials and methods. The leading methodological approach to solving the research problem is the activity approach. In the course of the study, the following methods were used: speech therapy examination (auditory attention, speech understanding, vocabulary volume), conversation with parents and caregiver, observation of children in natural conditions and during assignments, questioning of parents. Methods were used to assess the understanding of colloquial speech, sound culture, connected speech, the vocabulary of a child, the formation of his speech activity and communication culture: a method for diagnosing the speech development of preschool children (F.G. Daskalova), a method for studying the level of speech communication (V.I. Yashin). Particular attention is paid to the educational process according to the principle: I hear – I realize – I reproduce, as well as the role of types of musical activity in the speech development of younger preschoolers. The study was conducted on the basis of Municipal budgetary preschool educational institution "Kindergarten No. 215" and Municipal budgetary preschool educational institution "Kindergarten No. 426" in Chelyabinsk (the experiment began in September 2017, and the end was in May 2018).
Results. The result of the study was the implementation of the author’s program “Musical Activities in the Speech Development of Younger Preschoolers”, which includes musical games, exercises, children's songs, tales with music, playing children's instruments, exercises in vocal sound extraction, imitation of the voices of birds and animals.
Discussion and Conclusion. In the course of the study, the most effective types of musical activity in the speech development of younger preschoolers were identified. An analysis of the results of experimental work is presented, confirming the effectiveness of the use in the preschool educational organization of the types of musical activity identified in the research process in the speech development of younger preschoolers. The use of music in the speech development of younger preschoolers helps to achieve more effective results (musical games, round dance songs that are accompanied by movement). Thus, the experiment confirmed that the implementation of the program "Musical activity in the speech development of younger preschool children" provides a more effective speech development of younger preschool children.
Highlights

• it was proved that the younger preschool age is both a critical and sensitive period of speech formation as a means of communication, which makes it necessary to develop stage speech, auditory attention and musical activity;
• the types of musical activity that affect the development of speech of younger preschool children are characterized;
• the main indicators and means of speech development of younger preschoolers in the process of musical activity were identified;
• the influence of musical activity on the development of the general speech culture of younger preschool children has been proved;
• the results of a diagnostic study are presented.

Introduction. Article investigates the link between pet ownership and empathy development of Russian adolescents. It considers how pet ownership is related to positive attitudes to pets, how pet ownership influences the development of empathy components with adolescents and how positive attitudes are connected to the development of empathy. 
Materials and methods. Attitudes to pets were measured with Pet Attitudes Scale, cruelty to animals was measured with Cruelty to Animals Inventory in author’s translation and adaptation. Empathy was measured with Interpersonal Rectivity Index in adaptation of Т.D. Karyagina, N.V. Kukhtova. The Study sample consisted of 138 adolescents of 12-15 age (mean 13,81), of them 89 (64,5%) were boys. 
Results. Girls have more positive attitudes to pets than boys. Pet owners are also having more positive attitudes to pets than those who don’t have a pet. 45,8% of those who don’t have a pet were cruel to animals, and 49,0% of pet owners were also cruel to animals (difference is not significant). Pet owners have higher perspective-taking than not-owners. Positive pet attitudes were significantly related to developed empathy: perspective-taking, empathic fantasy and empathic concern. 
Discussion and Conclusions. The results show that pet ownership is positively affecting pet attitudes in adolescence. In its turn, positive attitudes are influenced by higher empathy. However, pet ownership is not necessarily developing empathy by itself. It is important to form positive attitudes to pets in adolescents.

Introduction. The article analyzes the problem of psychological stability of the individual to socio-cultural threats and negative information impact. As social problems become more acute, the topic of personal security and resistance to emerging threats and risks takes an increasing place in the scientific literature. Today we can observe various violations of the processes of socio-cultural identification, which reduce the adaptive potential of the individual. The reverse side of accessibility in the global information environment is an increase in the degree of danger, the emergence of new risk factors and threats of information and psychological impact. Of particular concern are the facts of Russian youth joining terrorist groups, as well as the facts of youth involvement in destructive protest movements and actions.
Materials and methods. The following methods were used for the preparation of this article; theoretical analysis of Russian and international literature, study of scientific articles and publications on the topic, overview of results from Russian and international studies, content analysis.
Results. Approaches to determining the content of the category of psychological stability of a person and its various aspects are considered: emotional stability, moral stability, moral stability, stability of behavior forms, resistance to addictive factors, and socio-cultural stability. Identify invariant indicators that determine the psychological stability of the individual in various contexts of countering socio-cultural threats and negative information impact: socio-cultural identity based on views, beliefs, attitudes consistent with moral norms and spiritual values; motivation of the individual to self-actualization, success, openness and commitment to society; subjective well-being and resilience; critical thinking and the ability to predict risks and threats; possession of constructive coping strategies; adaptive personal potential expressed in mastering self-regulation methods that ensure successful adaptation to a changing socio-cultural environment.
Discussion and Conclusions. The conducted theoretical research allowed us to conclude that the psychological stability of a person is a complex and multidimensional phenomenon, which is revealed in the moral, socio-psychological and system-activity perspective. It is concluded that the task of forming psychological stability and personal adaptive potential should be updated in the educational system, including the formation of knowledge about oneself as a person, about their psychological capabilities and mechanisms of self-regulation, and the explanation of moral norms and values.

Introduction. Based on modern social trends, the demand becomes not only for professionally trained people, but also for the level of their general culture, value system and, ultimately, intelligence. At the same time, there is no place for intellectuals and educating intellectuals in program documents on educational activities, although this task is very logical for the pedagogical practice of a developed society. This work presents the experience of the author's analysis of the psychological nature of the intelligence of an officer. Consistently considering the essence and structure of such a complex phenomenon, the structure and the real functioning of the values that allow characterizing the subject as an intellectual are ascertained.
Materials and methods. As the main research methodology, the authors use sociological (I.S. Kon), culturological adapted to solve the problems of this work (M.S. Kagan), historiographic (A.V. Popov), systemic (I.V. Blauberg, V.A. Lektersky, V.N. Sadovsky, S.L. Rubinstein, M.S. Kagan, N.V. Kuzmina) and functional approaches (P.K. Anokhin, M.S. Kagan, N. Wiener). The main research methods were: hypothetical-deductive method; analysis, synthesis, comparison, analogy and abstraction; systemic method and modeling.
Results. The result of the study is that the authors identified and justified the structural psychological qualities of intelligence as the subjective characteristics of an officer and examined the basic mechanisms of formation of intellectual values.
Discussion and Conclusions. The required criteria for being intelligent as a  subject characteristics of an officer is the level of education (self education)of an officer, his manners, the scope of his values , existential assessment –correlating every fact he faces with general life-span problems of objective reality, having respect for values of others and being ready for talk to employees and  superiors as well as the representatives of other social groups, other cultures, nationalities, confessions and professions which requires dialog in search of optimal forms and options of interaction. The cornerstone principle for intelligence of the officer are, therefore, his education and upbringing, ideological conviction in his own values and readiness for self-sacrifice for their sake.

Introduction. At present in Russian society the problems of professional higher education in the field of physical culture and sports, changes of goals and content of training of trainers in connection with new social tasks are actively discussed: Promotion of a healthy lifestyle of the Russian population, formation of new life values, strategies and attitudes in society, building a course to extend the active life of Russian citizens and improve the health of the younger generation of Russians, development of health of saving technologies for the population, etc. The article justifies the need to develop a new approach to education of students of faculties of physical culture and sports, discusses the need to change educational content and methods of education of future teachers-trainers, formation of pedagogical conditions for professional and personal self-determination and self-development of students.
Materials and methods. The article is an analytical review, where an attempt was made to systematize scientific psycho-pedagogical knowledge on the problem of training of the trainer in the system of higher vocational education. The main method of studying the problem of professional training of the teacher - trainer is the method of theoretical analysis of scientific pedagogical and psychological works in the works of domestic authors. It is noted that professional training of the teacher - trainer should be based on certain principles which are justified and disclosed in this article.
Results. The content of professional activity of the teacher-trainer is considered and described, professional competences which he should possess as a professional are defined; Content, methods and means of training teachers in physical culture and sports. The results of the survey of students of the Faculty of Physical Culture and Sports of the Nizhny Novgorod State University named after N.I. Lobachevsky concerning their training and obtaining professional knowledge and skills in the psycho-pedagogical field are presented. The necessity to develop a new approach to education of students of faculties of physical culture and sports, the necessity to change educational content and methods of education of future teachers-trainers, formation of pedagogical conditions for professional and personal self-determination and self-development of students is justified.
Discussion and Conclusions. The conclusion on the need for further theoretical analysis and synthesis of available scientific research on this problem is justified. On the basis of the results of few psychological studies of domestic authors, the need for further study of the problem of vocational training is proved. teachers-trainers. Prospects for the development of vocational higher education in the field of physical culture and sports have been defined. The conclusion that traditional approaches to training of the trainer-teacher in the system of higher school require revision, and the process of education - meaningful and organizational reform is justified.

Introduction. This article discusses the problem of developing the creative potential of a teacher. The theoretical and methodological approaches to this problem are analyzed. The theoretical basis of the study was the work of the idea of innovative activity as a factor in the development of the school and the general education system as a whole (V.N. Averkin, A.G. Kasprzhak, N.M. Martynova, N.A. Sadovsky and others); general issues of innovation (V.A. Bolotov, V.I. Zagvyazinsky, A.G. Kasprzhak, M.V. Klarin, V.A. Slastenin, etc.); ideas of pedagogical innovation and the role of the teacher in the development of innovative processes (Yu.K. Babansky, V.I. Zagvyazinsky, G.A. Ignatiev, A.P. Tryapitsyna, A.V. Khutorskoy, etc.).
As a result of the study, it was found that one of the leading tasks in the development of the lifelong education system is the orientation of educational programs towards teaching the skills necessary for innovative activity, including analytical and critical thinking, the pursuit of new things, the ability to constantly learn, readiness for reasonable risk, creativity and enterprise, willingness to work in a highly competitive environment. At the same time, the practice teacher must be psychologically prepared for pedagogical activity in the new sociocultural conditions, make original non-standard decisions, plan the educational process and predict possible results, be prepared for innovative activities. One of the possible ways of professional development of a teacher-practitioner is his participation in federal innovation platforms. Under the conditions of the federal innovation platform, the development of the scientific and innovative potential of educational organizations, the introduction of innovative educational programs, the inclusion of students and teachers in design and research activities aimed at unlocking the creative potential of educational institutions is being updated.
The work emphasizes that according to the research of modern scientists (V.Zhabina, S.N. Tolstov, etc., innovative activity is inseparable from creativity, because it provides the generation of new ideas, the implementation of which become innovations. As a result, the purpose of the study is actualized: development of the teacher’s creative potential in the context of the activities of the federal innovative platform “Pedagogical Leadership”.
Materials and methods. A model of complex psychological and pedagogical support for professional self-determination and professional career of students is developed and presented. The model is implemented on the basis of the Municipal Public Educational Institution “School No. 187 with in-depth study of individual subjects” in the city of Novgorod. The school carries out general education programs (the normative period of study is 2 years); general educational programs with an in-depth study of the economy (standard training period of 2 years); general educational programs with in-depth study of mathematics (the normative period of study is 2 years).
In order to determine the initial features of professional self-determination of high school students, a pilot study was conducted. The diagnostic tools are based on the following methods: the questionnaire of personal orientations of E. Shostroma, adapted by Yu.E. Aleshina, L.Ya. Gozman, M.V. Zagika – measures the self-actualization of the personality (CAT); methods of studying the factors of attractiveness of the profession (V.A. Yadov, modification N.V. Kuzmina, A.A. Rean).
Results. The purpose of the study was realized on the example of the experimental work of the MAOU “School No. 187 with in-depth study of individual subjects” (Nizhny Novgorod). Since 2019, this school has been a member of the federal innovative platform “Pedagogical Leadership”. The authors note that the innovative platform is a motivational, informative and technological resource for the professional development of the teacher. At the same time, along with pedagogical leadership, the development of creative potential is a key element in achieving the effectiveness of the school system, focused on the implementation of innovative projects.
The article defines the tasks of implementing the innovative platform "Pedagogical leadership." The following directions of work are revealed: 1) organization of a project-initiative group, the main function of which is to develop a concept and model of activity of an innovation platform, determine the ways of its functioning in terms of child-adult interaction in general education; 2) the formation of a modern and safe digital educational environment, providing high quality and accessibility of general and additional education to the subjects of the educational process; 3) ensuring the professional development of the teacher in accordance with his needs and motives; 4) the development of teaching aids, programs, monographs together with university teachers; 5) the introduction of effective mechanisms for encouraging educators; 6) improving the system for assessing qualifications and the quality of the results of a teacher. The practical significance of innovative solutions in the framework of the implementation of the innovative project “Pedagogical Leadership” consists in the fact that the pedagogical community is offered specific conceptual and methodological products that ensure the formation of a new image of a leading teacher who takes an active life and professional position, has creative potential, and innovative activity skills.
Discussion and Conclusions. Based on the results of the study, the following conclusions can be drawn. For a relatively short time of our research, we revealed positive dynamics in the studied group of teachers. The results obtained indicate the feasibility of the study. We also note that as a result of the activities of the federal innovative platform “Pedagogical Leadership”, it is planned to create a project office for the formation of pedagogical leadership in continuing education.

Introduction. The article analyzes the process of digitalization of modern education. The relevance of the study is determined by the special role of education in the life of modern society, based on the principles and values of the post-industrial era. The quality of human potential and people's readiness to face natural and social challenges largely depend on the effectiveness of the education system. In the process of improving national education, modern technologies are becoming more and more important every year, the introduction of which contributes to the modernization and development of education, as well as improving the quality of training of future specialists and bringing education closer to science. At the same time, such technologies require a review of existing approaches to educational activities, as well as an analysis of their impact on society and individual social groups. In this regard, the study of the digitalization of education and its social consequences is a very relevant area of research. The purpose of this study is to identify the main problems and determine the prospects for digitalization in education.
Materials and methods. To achieve this goal, we used methods of dialectics of social cognition, analysis of philosophical, sociological, and pedagogical literature, and synthesis and modeling of socio-cultural processes.
Results. The conclusions identify the main problems of digitalization of education: the dehumanization of educational, and then all other social relations, the possible deepening of the crisis of people's intellectual culture, their ability to create, the growth of pragmatism and individualism based on the values of personal comfort and selfish consumption. Prospects for the development of digitalization in the education system are outlined: instrumental - equipping educational institutions with high-quality software, information systems that provide access to educational resources, the introduction of information (distance) technologies, online learning, changing requirements for teachers and students, the formation of new organizational educational structures, inevitable changes in the usual forms and methods of training and value-semantic – finding a harmonious unity with the best traditions of domestic education.
Discussion and Conclusions. These conclusions are aimed at solving practical issues related to the implementation of the state policy of digitalization of various spheres of public relations. They can help coordinate the efforts of scientists, politicians, and civil society institutions to promote the socio-economic and cultural development of our society. The results obtained allow us to approach the fundamental problems of managing the cultural policy of modern society more objectively and meaningfully. They are designed to stimulate the creation of new forms of culture based on the priorities of harmonizing national cultural characteristics and the specifics of the world's techno-scientific processes.