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The article deals with the question of the essence of the concept of "professionalism of a university teacher", its main components, and stages of development. The modernization of the professional training of future teachers is associated with the integration of Kazakhstan into the world community, which implies an orientation towards pan-European recommendationson the quality of education. In the work, the author analyzes the regulatory and legal documentation relating to the activities of professional training of teachers and psychological and pedagogical research of foreign and Kazakh researchers in the field of problems of developing the professionalism of a university teacher.The training of teaching staff is carried out in the conditions of higher and postgraduate education, which must adhere primarily to the concept of continuity and systemic education. The analysis of the level of readiness of young teachers of higher education suggests that teachers in their teaching activities have certain difficulties in working with students and in carrying out research activities. As a rule, young teachers, carrying out their own activities, mainly adhere to copying the activities of their older colleagues, intuition, which at the present stage cannot be acceptable. The solution to this problem can be found in the systemic support for the development of pedagogical professionalism of scientific and pedagogical personnel at the stage of training in the magistracy and in the introduction of support system activities of young teachers. In the work, the author proposes a system for supporting the activities of young teachers, which was tested on the basis of the Institute of Pedagogy and Psychology of the Kazakh National Women's Pedagogical University.

This work aims to analyze and explain the didactic strategies used to achieve meaningful learning. It begins under the assumption that if meaningful learning is created and students are given freedom and confidence, they can find their own answers and develop their knowledge both in the classroom and in practical life. The method used is the analytical-descriptive one of the reviews of the literature of the main authors who have given rise to this approach, its elements, and the didactic strategies used. It is concluded that the design and implementation of didactic strategies focused on meaningful learning with the application of active didactic methodologies and strategies in meaningful learning processes depending on the context in which it takes place obtains better results in the training of professionals.

The relevance of the study is due to the need to resolve the contradictions between the requirements of higher education for the personality of a young person and his real capabilities, manifested in the ability or inability to be the subject of his activity and his development. The need to resolve this contradiction has determined the purpose of this study – to identify the level of expression and structure of the subjective properties of students’ personality, their relationship with self-efficacy and psychological well-being. The work used a set of theoretical and empirical research methods, in particular, questionnaires to identify the level of an individual subjectivity development (M.A. Shchukina), general and social self-efficacy (M. Sherer and J. Maddux, adaptation by A.V. Boyarintseva), psychological well-being (K. Riff, adaptation by T.D. Shevelenkova and P.P. Fesenko). Mathematical processing was carried out using the criterion ϕ* – Fisher’s angular transformation, as well as methods of correlation analysis using the linear Pearson correlation coefficient. The subjects were students of a number of universities of the Russian Federation and the Republic of Kazakhstan. A total of 277 students majoring pedagogy and psychology took part in the study, among them 266 (96%) women, 11 (4%) men, average age 19.5 years (SD=1.5). As a result, no fundamental differences were revealed in the structure and manifestations of subjectivity depending on the place of residence, national and cultural traditions, which indicates the existence of some general patterns in the formation of the subjectivity of a future teacher or psychologist. A high level of subjectivity was identified in 57.04% respondents, medium – in 38.98%, low – in 3.98%. It has been established that the level of subjectivity positively correlates with self-efficacy in objective activity, with social self-efficacy and with the psychological well-being of an individual. It was revealed that students with low subjectivity can also have a high level of psychological well-being, while performing a compensatory function. The results obtained can be used in the course of student training, as well as in the work of curators of student groups and in the activities of the psychological service of universities.