The study presents the set of pedagogical strategies for the soft skills development and the results of the model implementation of the profiled pedagogical class within the framework of after class education model as a part of the experiment of professional pedagogical education enhancement within the strategic mission of continuous teacher education in the Kaliningrad region. The curriculum for profiled classes, and the description of the implemented approaches, methods and techniques are proposed. Recommendations on how to integrate soft skills into the curriculum, how to develop them using the appropriate pedagogical strategies of orientation, interaction and support, and finally, how to evaluate them are given. Three main components in the development of soft skills among students of the pedagogical class are distinguished, being the blocks of the development of cognitive abilities, the development of activity abilities, and the development of personal abilities. The assessment of the results of the project is conducted after the implementation of the two-year programme. The results are obtained with a set of the diagnostic tools, being a sociability assessment method, expert assessment of the cohesion of the study group, a technique for diagnosing an interactive personality orientation, a method for diagnosing motivational orientation in interpersonal communications, an adapted questionnaire on the styles of thinking, and a technique for diagnosing personal creativity. The results make it possible to conclude that the proposed model can be successfully replicated and implemented in the context of pedagogically oriented education for schoolchildren.

The article considers the possibility of resource centers in the organization of network interaction in the preparation of future teachers and the experience of such centers in the city of Kaliningrad. Presents the purpose, objectives, functions of the Resource Center, the methodological basis of its activities and development. Highlighted basic principles of operation of "Pedagogical education" resource center and presents a program of development of the Resource Centre and the strategic vision of its activities. It presents the main objective of the resource center -the organization and implementation of teaching practice as a leading tool of formation of educational outcomes, both professional and social interaction space as a way to implement a complete professional activity. Described in detail the functions of the resource center -ensuring the development of scientific and educational cluster, create a system of practice-oriented training of future teachers in undergraduate and graduate programs in the framework of the enlarged group of specialties "Education and Pedagogy", carrying out career guidance activities for school children and future students. In addition, covered the methodological basis of the activity and development of the resource center -activity approach (requires active and reflexive-activityrelated methods and forms of education), the competence approach (focuses on the formation and development of personality and professional competence of future teachers -bachelors and masters), practice-approach ( ensure the inclusion of students in the activities of the Resource Centre, which provides them with a unique opportunity to try to solve professional problems in the real world of modern educational environment). The basic principles of operation of the resource center, "Pedagogical Education", presented the program of development of the resource center and strategic vision of its activities.

The study presents the results of the model implementation of the profiled pedagogical class in high school as a part of the experiment of professional pedagogical education enhancement within the framework of continuous teacher education in the Kaliningrad region. The curriculum for profiled classes, models for curriculum design for student teachers in the system of higher pedagogical education, and the strategic sessions for teacher trainers in the context of lifelong learning are proposed. The assessment of the results of the project is conducted in integrative ways in order to test the multiple abilities and skills of future teachers. The results make it possible to conclude that the proposed model can be successfully replicated and implemented in the context of pedagogically oriented education for schoolchildren as well as a part of professional skills development of teacher trainers.

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This article explorers the concept of online volunteering, the historical background of its emergence and distribution, the current state of this phenomenon. The essence of the project “Online Education Volunteers”, which is being implemented on the basis of the IKBFU (Kaliningrad, Russia), is revealed. The project is based on the ideas of the cluster approach in education. The stages of project organization are described in detail. The results of a survey of volunteers regarding their attitude to online education are presented. As a result, risks were foreseen that hinder the introduction of online volunteering. The features of testing the program and the organization of reflexive practices based on the results of the project are revealed. As a result, the general goals of online education were identified, contributing to productive interaction and the main areas of training online volunteers. It is concluded that the implementation of the project makes it possible to create an information-rich educational online environment based on the principles of network interaction and social partnership, to implement a cluster approach to build a new educational space, including further joint development of developmental programs, practices and educational relationships with an emphasis on personal development and self-realization of both schoolchildren and students. The tools proposed in the article stimulated the emergence of some pedagogical precedents, which can become the basis for further research and methodological development.