All teaching professions are at high importance for children, their parents, and society at whole. Teachers, their skills and personality, play a big role in the development and education of young generations. Children usually make decisions to be a teacher at young ages, and support in this decision, pre-professional development helps them to be a good teacher in the future. There are different programs and method which help schoolchildren in this process. In this article few topics had been discussed: results of all-Russian monitoring of pre-professional education of high-school students, focused on teaching professions; main factors of vocational choice; forms and methods of pre-professional support. The main questions of our study were as follows: under what conditions within the framework of the system of General and High Education it is possible to help the high-school students determine the near and far prospects of his personal and professional development before entering Teaching University or College, what should be the content of this work? Few programs, existing in various regions of the Russian Federation are discussed. The conditions for the pedagogical support for the formation of professional readiness for further teaching were identified: the creation of a specially organized educational and socializing environment, such as pre-university programs, or school-based programs (local or Regional); different kinds of Olympiads and competitions; taking into consideration the characteristics of students.

The article considers vocational and pedagogic position reflection as an important component of medical vocational continuing education of doctors. According to the general hypothesis of the study, a special program for training vocational and pedagogic position reflection can contribute positively to medical caregivers’ vocational performance in treating patients, who experience troubles with medical compliance and adaptation to the disease. The key methods of the study include a literature survey and theoretical elaboration of the concept of the vocational and pedagogic position of a doctor reflection, meanwhile, the empirical research is based on formative pilot experiment, preceded and followed by testing medical learners’ personal reflexivity readinesses (by using Karpov’s questionnaire). The medical caregiver’s ‘reflective ability’ (Bogin) was considered as a source of doctors’ professionalization. Reflexivity was regarded as a key component of doctors’ preparedness to show empathy and to provide proper pedagogic support for hemodialysis patients, receiving audio-therapy. The results of the study show significant positive dynamics in learners’ cognitive sphere and critical thinking development, a high level of performance in role-played solving educational training healthcare cases, meanwhile personal reflexivity measurements have shown no statistically significant differences after training (according to Student’s t-test). The latter experimentation result testifies the personal nature of the reflexivity feature.

The purpose of the article is to identify some promising ideas and directions for the development of pre-professional pedagogical training of schoolchildren. The main research methods are analysis, systematization and generalization of survey data from representatives of 87 regions of the Russian Federation, study of documents presented on the websites of educational organizations, colleges and universities, conversations with teachers and organizers of pedagogical and psychologicalpedagogical classes and groups. The advanced experience of using an integrated approach to training personnel for the education system is revealed: implementation of the Pedagogical Classes Program; organization of psychological and pedagogical training of schoolchildren with the involvement of pedagogical universities and colleges in the region; development of student’ skills and abilities necessary for activities in the social and pedagogical sphere; training high school students according to the individual curriculum; attracting learners of pedagogical classes to participate in psychological and pedagogical olympiads and competitions of professional skills. The main promising directions of pre-professional pedagogical training of schoolchildren are determined: consistency of the target, content and organizational components at all stages of training for the education sector; development of a regulatory framework taking into account different models of psychological and pedagogical classes; development of interaction between educational and professional organizations; stimulating the professional development of personnel working in pedagogical and psychological-pedagogical classes.

The article presents the results of the development and implementation of effective practices aimed at assisting professional self-determination of disabled children with and children with physical condition (PC) in the continuing education system. The effectiveness of this work in the conditions of distance learning is shown. The professional self-determination of students with PC is complicated by a number of conditions, both related to health restrictions available to the student and a limited range of possible professions. Making a choice that meets the desires and opportunities of such a student is very important, since this ensures his independence and full life in the future. The article analyses the conditions of professional self-determination of children who are unable to attend educational institutions systematically and stay there or at home; the need and possibility of providing them with assistance in a distance school are justified. The results of diagnosis of parental position on vocational guidance of a disabled child and results of questionnaire of students are presented. An additional general-education program developed for children with disabilities and children with physical condition of 8 9 classes is described in order to update the process of professional self-determination of children with disabilities and children with PC, prepare them for making informed professional choices taking into account the individual characteristics and capabilities of students, implemented as part of distance learning in the context of continuing education.

The effectiveness of training is determined by many factors. Among them, more and more attention is paid to the compliance of the content of training with individual characteristics and needs of students. The thesis that a student should be the subject of their own learning finally gets a real embodiment. The article discusses aspects of a personalized approach to teaching related to changes in the teacher's activity. In the context of personalization, the educational process is designed and implemented in such a way that the student acts as a subject of educational activity. The article discusses the principles, conditions, forms and methods of work necessary for personalization. There are always two sides involved in the educational process – the teacher and the student. The student will achieve better results if the training activity is comfortable for him in terms of psychological and pedagogical conditions. The role of the teacher in these conditions changes from informational and disciplining to organizational, coordination, and consulting. In other ways, several tasks are set and implemented: (1) selecting the content and methods of teaching; (2) organizing interaction with students; (3) the teacher's perception of students' learning activities. The article discusses the requirements for the selection of educational content: training should have a personal meaning and an individualized standard; educational material should stimulate the development of reflection on students' own experience; students in the process of working with educational content should be able to formulate their own goals; educational content should be designed in such a way as to stimulate the endless process of learning among students. Special attention is paid to the construction of the training content. As one of the bases for personalization of training, the article considers the technology of designing and solving web quests. Web quest is a research activity that allows students to gain new knowledge and expand their understanding of the issue being studied. The results of using this technology in teaching master's degree students during distance learning are discussed.