Introduction. Collaboration between professional and higher education institutions and industrial enterprises, located within the city, is of high priority in the territories of advanced development (TAD).

Materials and Methods. The paper presents the analysis of Russian and foreign research works aimed at studying the important issues of collaboration between state, professional and higher education institutions and industrial enterprises in educating specialists for industrial enterprises. The main focus is made on enterprises which are the residents of the territories of advanced development and the socio-economic conditions of establishing collaboration. The authors applied scholarly literature study methods, as well as questionnaire, analysis, and generalization and systematization of obtained data approach.  

Results. The authors have identified and described the main stakeholders of the collaboration, and derived criteria to evaluate the outcomes of education institutions and industrial enterprises collaboration and the efficiency level in training qualified personnel for TAD.

Discussion and Conclusions. Future investigation in regard of finding methods and techniques to assess education institutions and industrial enterprises collaboration efficiency is required. Authors also aim at finding efficient collaboration factors which are more relevant to the conditions of territories of advanced development and focus specifically on medium and small-sized enterprises and education institutions of those territories. All the research findings might be used as structural elements of an ontological model of a digital monitoring support system at planning, managing and controlling the process of training specialists for industrial enterprises of TAD.

Introduction. Training cadets to perform emergency rescue operations in a fire is an urgent task that requires improving the educational process in this area. The most difficult types of rescue operations are opening and disassembling the building and technological structures, which are held to ensure the penetration of fire in hard to reach areas of buildings, reconnaissance, search and rescue, the extinguishing means to eliminate burning.

Materials and Methods. To implement high-quality training of trainees to perform emergency rescue operations in a fire, a review of literature sources, the regulatory framework and the experience of fire and rescue units was conducted. The development of the training trajectory and content of teaching materials is based on the main provisions of modular and game training, the requirements of competence and contextual approaches that contribute to the formation of educational motivation of cadets.

Results. Based on a set of pedagogical theories, research by the authors, regulatory documents and practical experience, a training course and methodology for training cadets to perform emergency rescue operations for opening and disassembling construction and technological structures in a fire have been developed. The training course includes theoretical and practical training to the extent sufficient for the formation of students ' solid knowledge, practical skills in this professional field. To update and maintain the competencies formed as a result of mastering the training course at a sufficient level, it is proposed to use a proven and applied multi-level modular system of practical training. To improve the quality of training of trainees and an objective assessment of the formed knowledge, practical skills and abilities, it is proposed to use an expert questionnaire and involve practical employees of fire and rescue units.

Discussion and Conclusions. The proposed approach to specialized training of trainees based on the study of individual courses embedded in the implemented educational process will increase the readiness of graduates for professional activities to perform basic combat tasks to save people and reduce material damage in fires.

Introduction. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker reveal the possibilities and prospects of including a person in the process of scientific knowledge, scientific research, research activities in the system of lifelong education and pedagogical science in general. The problem of using scientific theorization and pedagogical modeling in solving problems of determination and clarification of pedagogical conditions in the professional activity of a scientific and pedagogical worker is integrated, its solution is important from the standpoint of integrity and uniqueness, the relevance and prospects of the new scientific knowledge obtained in pedagogy as a science.

Materials and Methods. In the structure of the determined scientific search, theoretical and empirical research methods were involved: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization, study of the work of teachers and student teachers, trainers and leaders, the registration method, the scaling method, methods of mathematical statistics. The foundations of scientific theorization were implemented in the context of the ideas of traditional pedagogical methodology (broad, narrow, local meanings), as well as innovative pedagogical methodology (adaptive-productive meaning, functional-labor meaning, epistemological-synergetic meaning).

Results. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker is revealed through the possibilities of classical (traditional) and innovative pedagogy. The prospects for generalization and unification of the use of pedagogical conditions in the professional activity of a scientific and pedagogical worker are determined by the conditions for the development and correctness of the use of the foundations of scientific knowledge, scientific research and scientific and pedagogical research. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker makes it possible to improve the quality of solving problems of scientific research and professional pedagogical activity. Pedagogical conditions are a model for optimizing the quality of presentation and solving problems and problems of scientific research and scientific and pedagogical activity. Pedagogical conditions are determined by a system of provisions (models) and are used in scientific theorization and proving of various opportunities for improving the quality of professional and pedagogical activity. The system of lifelong education reveals the direction of the processes of theorizing and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker.

Discussion and Conclusions. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker reveals the prospects of ideas for creating a new didactic and professional pedagogical knowledge in the context of flexible management of the possibilities of using pedagogical modeling and scientific theorization. The quality of the use of scientific theorization and pedagogical modeling in the determination and clarification of pedagogical conditions in the professional activity of a scientific and pedagogical worker is determined in the ideas and constructs of classical and innovative pedagogy.

Introduction. The article substantiates the need to introduce the concept of "REC competencies", associated with the emergence of a new type of partnership of education, science and business – world-class research and educational centers. The emergence of new positions within the REC and their dynamic changes also pose the task of continuous work with competencies. The article presents an analysis of the methodological results of the work of the competence group within the framework of the strategic sessions of the scientific and educational center of the Nizhny Novgorod region, research and approaches to the definition of competencies.

Materials and Methods. Systematic and activity-based approaches were used as the methodological basis of the study. To solve the tasks set by the authors of the work, general scientific, psychological, pedagogical and practical methods of scientific research were used. Theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, comparison, scientific theorization. For the analysis, the materials collected by the working group "Competencies" within the framework of the strategic sessions of the REC of the Nizhny Novgorod region were used.

Results. The article defines the concept of "REC competence", for the formulation of which an activity-based approach was used. The types of REC competencies are identified-meta-competencies (for the key activities of the research and educational center: research, innovation, entrepreneurship, engineering and technology, education) and cross-cutting competencies, the presence of which is necessary and sufficient for the REC project team in order to close the entrepreneurial contour of the project and make it successful on the world market. The structure of REC competence is defined, including motivational, cognitive, operational and vector components. The structure of cross-cutting competencies is described.

Discussion and Conclusion.  It is concluded that the description of the structure of end-to-end REC competencies can be used to improve the competencies of professionals involved in the creation and promotion of world-class projects in the REC structure. The conditions that must be provided to achieve the designated goals are defined.

Introduction. Modern society makes new demands on the teacher. Along with the formation of such future teachers’ competencies as the willingness to master new information in the shortest possible time, to study independently and find effective ways to solve non-standard professional problems, the need to develop their research thinking becomes more and more urgent. Insufficient degree of knowledge of the essence of the concept of "research thinking" and the lack of methods to identify it and determine the levels of it testify to the relevance of this topic.

Materials and Methods. The analysis of the psychological and pedagogical literature showed that one of the factors contributing to the future teachers’ research thinking development is the development of a methodology for determining the levels of future teachers’ (bachelors) research thinking development, which is the goal of this study. The article discusses the views of foreign and domestic scientists who have studied research thinking, substantiates the importance and necessity of developing the methodology for determining the levels of future teachers’ research thinking development, as well as the logic of its development and substantiation of the methodology for determining the levels of development of research thinking in future teachers (bachelors). Such methods of scientific and pedagogical research as synthesis, thought experiment, pilot experiment were used.

Results. As a result of the analysis and interpretation of the available sources, the author's methodology was developed to determine the levels of development of research thinking in future teachers (bachelors), which is based on the application of research tasks.

Discussion and Conclusions. We have identified the features and levels of research tasks to determine the levels of future teachers’ research thinking development. Examples of research assignments for each level are given.

Introduction. The article highlights the methodical aspects of preparing a future teacher of mathematics for the development of assignments for students, presents various methods of involving students in the activity of developing assignments at the stage of formalization of a real situation, reveals the features of building an educational module aimed at formation of students' competencies in developing tasks for the formalization stage when solving tasks. The article reveals the stages of formations of actions that are part of the modeling, and drawing up adequate exercises on their basis.

Materials and Methods. The study is based on a systematic approach that allows us to consider the learning process as a system aimed at the methodological preparation of students for the design of tasks for the formation of schoolchildren's ability to model; the activity approach provides a phased formation of the actions that are part of the modeling; a modular approach that ensures the construction of an educational module for the formation of new competencies in the design of tasks in future mathematics teachers, aimed at the formation of modeling actions in schoolchildren; a competence-based approach, on the basis of which the methodical foundations of the formation of new competencies in students are identified.

Results. It was found that the process of methodical preparation of future teachers for the development of assignments for students should be built taking into account the specifics of future professional activities; the structure of practical lessons within the educational module should be built in accordance with the activity approach, which ensures the gradual formation of the actions that are part of the modeling. The organization of students' work on the analysis of the structure and content of tasks presented in the works of domestic and international studies, will allow students to be included in the work on identifying the composition of actions necessary to solve practice-oriented tasks, on the selection of situations, for the formalization of which mathematical knowledge and skills are needed to model, for constructing the plot of practice-oriented tasks. The methods of organizing the activities of students at motivational and content stages are highlighted, examples of constructed tasks are given.

Discussion and Conclusions. The article discusses the stages of identifying the actions that are part of the formalization in the process of analyzing real situations, formulates methods for including students in the activity of drawing up the conditions of the problem and formulating various questions for schoolchildren, allowing them to be included in the compilation of a meaningful and mathematical model of the situation presented in task. The conclusion formulated in the article is that in the process of forming new competencies in future mathematics teachers, it is necessary to organize their activities for the selection of a set of actions that make up the modeling and to drawing up a plot and questions for a practice-oriented task based on the selected actions.

Introduction. The article summarizes the results of the authors' long-term research work devoted to the study of the history of the development of the domestic system of teacher education.

Materials and Methods. The research is based on the analysis of a complex of various sources: regulatory documents of different years, monographs, articles. dissertation research, materials of pedagogical periodicals, memoirs. A large place is occupied by the study of archival sources from four archives of the country: the Central Historical Archive of the Nizhny Novgorod Region (TsANO); State Archives of the Russian Federation (GARF); Russian State Historical Archive (RGIA); Central Historical Archive of Moscow (CIAM). The main research methods were: critical analysis of historical sources, historical reconstruction, historical-genetic, historical-comparative.

Results. Based on the study and analysis of all the collected materials, the article determines a set of factors that have had the greatest impact on the development of the domestic system of teacher education since its inception in the second half of the 18th century: socio-economic, socio-cultural and cognitive factors. Based on the study of the combination and mutual influence of these factors, the authors in different years, the authors distinguish four historical periods in the development of the domestic system of pedagogical education: pre-revolutionary, post-revolutionary, Soviet and post-Soviet. In each historical period, the leading theoretical model of the professional training of a teacher that meets the requirements of the time is determined (a kind of paradigm of pedagogical education), its characteristics are given and trends in the historical development of the domestic system of pedagogical education are substantiated.

Discussion and Conclusions. On the basis of the conducted historical reconstruction, it is concluded that many modern directions of reforming pedagogical education continue the trends of its historical development.

Introduction. The problem of determining the pedagogical conditions and factors, as well as their correlation for the formation of initiative among the stuff is one of the urgent directions in the modern approach to personnel management. This issue is relevant in the possibility of applying it to the development of the initiative among the staff members.

Materials and Methods. The main methods were the analysis of literature on the problem under study from different areas of scientific research, scientific articles on the topic of research, as well as generalization and systematization of the data obtained. The analysis of the relationship and interconnections of these concepts is carried out.

Results. A comparative analysis of the terms "condition" and "factor" in various fields of knowledge has been carried out. It was found that there is no clear division between the concepts; in many studies, these concepts are identical. At the same time, differences were identified in the definitions of these concepts in philosophy, pedagogy and psychology. In the context of the problem of the formation of initiative in the work collective, it was determined that conditions and factors can transform into each other. A visual scheme was proposed for transforming conditions into factors through the assessment procedure and conscious actions to change conditions. A visual scheme was proposed for transforming conditions into factors through the assessment procedure and conscious actions to change conditions. The question of the specifics of the relationships between the concepts of conditions and factors, as applied to a specific team, remains open. The latter result means that it is necessary to conduct research in a specific work collective working for specific purposes.

Discussions and Conclusions. The paper presents conclusions about the differences between the terms "condition" and "factors", presents the relationship of these concepts, conclusions about the possible mechanisms for the transition from one concept to another in the study of the development of initiative in the work collective, the dynamics of transformation of conditions into factors of successful pedagogical activity, as well as , a consolidated form of control of the dynamics of changes in specific conditions, important for the formation of initiative in the work collective, and their transformation into factors is proposed. As a result, a variant of the classification of the conditions for the development of initiative in the work collective is presented.

Introduction. The interest of extremist associations and destructive religious movements in the indoctrination and recruitment of adolescents is explained by the researchers by the peculiarities of age and psychosexual development, which make adolescents sensitive to entering a destructive religious cult. An adolescent is a valuable demographic and social resource for religious and political organizations professing extreme views, since it is at this age that resistance to destructive psychological influences is low as never before, while personal needs for self-expression are especially acute. Since being in a destructive religious cult often entails various disorders of psychological health and social maladjustment, adolescents are especially in need of the process of resocialization, which includes various therapeutic, corrective and rehabilitation measures aimed at restoring the socio-psychological status of former members of destructive cults. In turn, this entails the need for special training of psychologists for the implementation of this process, the identification of special professional qualities that affect the effectiveness of the resocialization process, in order to develop them in specialists in the field of social rehabilitation.

Materials and Methods. The aim of the study is to identify the level of formation among psychologists of the CVC, necessary for effective resocialization of adolescents at risk. The empirical study involved 161 psychology subjects: employees of educational organizations, psychological and rehabilitation centers, private practice specialists and psychological assistance centers. The age range of the sample is from 25 to 53 years old, 94.37% of the sample were women. The conclusions were based on the results of mathematical and statistical processing of the data obtained using the computer program SPSS Statistics 22 and Excel 2016. Psychodiagnostic techniques were used: "Social norms of prosocial behavior" I.А. Furmanova, N. V. Kukhtovoy, test "SOINT" N.F. Kalina, A.S. Lazurkina, methodology “Diagnostics of the level of emotional burnout by V.V. Boyko "; methodology "Assessment of suggestiveness" O.P. Eliseev's.

Results. With high indicators of prosocial behavioral attitudes, the subjects showed rather low indicators of social intelligence, low indicators of critical thinking, psychological markers of symptoms of emotional burnout, expressed in indicators of psychosomatic and psychovegetative disorders in the sphere of the emotional state of the personality of a specialist, which can reduce the ability of a specialist to show empathy, which is an important component of the structure of the professionally important qualities of a psychologist.

Discussion and Conclusions. The results revealed the factors of restraining the personal and professional growth of psychologists in this area, and the effectiveness of professional activity in resocialization of adolescents, since the competence of the subjects of the resocialization system (socio-pedagogical, psychological and professional) largely determines the effectiveness of the process of resocialization of minors. The identified problems of professional self-development can be used to create and organize special conditions that contribute to the development of a system of professional competencies, indicating the areas of work of specialists.

Introduction. The paper analyses the ideas of T.I. Fillipov, a representative of the Slavophil school of thought. Fillipov’s commitment to the Slavophil doctrine formed the distinctive features of his philosophical and pedagogical beliefs. The present paper is aimed at examining these features and revealing Fillipov’s role in the cultural and educational development of Russia.

Materials and Methods. The original works by T. I. Fillipov serve as the material of the present study. For achieving the research goal, a number of traditional methods were used: analysis, interpretation, generalization, description, the comparative method. Besides, the historico-logical method proved to be particularly important for embracing the meaning of Filllipov’s activity to the Russian philosophy and enlightenment.

Results. The key ideas of T. I. Fillipov were identified. In the field of religion the scholar proposed to renovate the principles of sobornost as a means to overcome the faith crisis. He was also a proponent of the traditional values in education and culture. To preserve these, T. I. Fillipov suggested to enhance the national orientation in education and undertake measures to safeguard the folk culture. The present paper also makes a special emphasis on the scholar’s attention to the still relevant problem of the relationship between Russia and the Slavophilism. 

Discussion and Conclusion. The contribution made by T. I. Fillipov to the Russian philosophy and pedagogy is acknowledged. The scholar’s ideas concerning the unique role of the orthodox Christianity, Russia’s mission in the world history, the value of the country’s folk culture   remain acute today. T. I. Fillipov’s belief in the pedagogical value of the humanitarian disciplines shaping citizens’ patriotism is also very up to date. It is evident that Fillipov’s works – both published and archives - are worth further studying.

Introduction. The paper reviews the phenomenon of perception of Western Europe as the "other" in Russian intellectual tradition. The purpose of this survey is to analyze and identify the features of Russian historiosophical consciousness in the transition of Russian civilization from the middle ages to modernity in the context of the idea of perceiving Europe as the "other".

Materials and Methods. The main material of the paper is a monograph by Nizhny Novgorod researches «The problem of correlation of panhuman and national in the history of Russian thought». In addition, the material of the research is the works and articles by Russians and foreign authors focus on the subject under consideration. The article used the following methods: historical-philosophical analysis, interpretation, comparison and generalization.

Results. In the medieval period the main consolidating power of society was religion, which identified the «other» as the Catholic of Western Europe. During the reign of Emperor Nicholas I, the «other» is still the same West, but the revolutionary West with its slogan «Liberty, equality, fraternity». The minister of national education – the earl S.S. Uvarov, in turn, proposed the following triad – «Orthodoxy, autocracy, nationality». Formation of the Russian nationality was under intense pressure from the West (the «other» of Russian civilization) during this period. The split of the Russian Orthodox Church (Raskol) in XVII century led to destruction of the Orthodox unity. The Orthodoxy was the source of sacralisation of monarchial power. However, the autocracy, having dealt a blow tothe Orthodoxy, set a course for the Western absolutism. Certain social circles, keeping up old traditions of the Orthodoxy, perceived the political authority as the «other». This led not only to the religion split (Orthodoxy), but also to the split in nationality. A pro-Western elite is being formed and, having lost its connection with Orthodoxy and traditional folk culture, it finds itself in the desert of its own historical identity. As a result, historiosophical projects, created by government and intelligentsia, caused an additional split, being unable to restore the lost unity.

Discussion and Conclusions. The authors of the research managed to make systematic and detailed historical-philosophical analysis of sources and literature on this topic. The paper presents the main concepts that explain the phenomenon of Russian national identity. This makes it possible to consider and evaluate the key ideas of Russian thinkers. As a result, the authors of the research managed to make comprehensive and systematic historical-philosophical analysis of the development of the idea of Russian national identity through the prism of the concept of perception of Western Europe as the «other» of Russia.