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In the context of the unstable development of contemporary civilization, attempts to consolidate efforts among the pedagogical community to ensure the proper quality of education in the 21st century are becoming more and more relevant. It seems that the solution to such an urgent problem is feasible by developing an additive integrated model of pedagogical management based on the implementation of the integrative educational space of a pedagogical university (hereinafter – IESPU). According to the authors, the emergence and constant reproduction of relationships between the administration and employees of educational organizations of higher education to achieve the strategic goals of the university should become the main goal of developing such a pedagogical university management model. The methodological basis for the development and implementation of an additively integrated model of pedagogical management is the integrative and spatial approaches that determine the feasibility of designing IESPU and allowing providing access to the formation of teachers’ subjectivity in their own professional activities in the context of continuous personal and professional self-development. The authors consider it appropriate to offer a certain set of areas, essential in their opinion, for planning and developing an additive model of pedagogical management in the context of designing and implementing IESPU, taking into account its qualitative, spatial-temporal, socially-determined, and scientifically-grounded parameters, as well as the urban environment in which pedagogical universities are located.

Махинин А.Н.* Шишов В.В. Формирование российской идентичности учащихся в процессе освоения историко-культурного наследия региона Воронежский государственный педагогический университет ул. Ленина, д. 86, г. Воронеж,

The article presents the author’s theoretical justification for the need to develop targeted programs for the formation of Russian identity in educational organizations. At the same time, taking as a given the multicultural nature of Russian society, the author seeks to determine the invariant part of such programs. The purpose of the article is to determine the invariant component of the development of targeted programs for the formation of Russian identity in educational organizations. The methodology was compiled by sociocultural and systemic approaches to the analysis of pedagogical phenomena and based on the main non-pedagogical concepts of the identity of foreign and domestic researchers. The leading methods were analyze, generalization, interpretation of the results of philosophical, sociological, psychological and pedagogical research, mass and author pedagogical practice, modeling individual positions of the concept of the pedagogical process of forming the Russian personality identity. Attention is drawn to the fact that modern pedagogy (if it wants to be modern) is fundamentally important to determine the set of pedagogically significant ha-racterists of Russian identity, which will allow you to design the pedagogical process of its formation and indicate pedagogical permissible means and possible risks of its scientific and methodological support. The interdependence and mutual influence of the processes of development (main) and formation (accompanying) leads to objective limitations of pedagogical interventions. In order to improve the professional detail of pedagogical teams within the framework of the formation of the Russian identity of students, the structure of the modular program for the formation of Russian identity in educational organizations is proposed for discussion.