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This paper focuses on the formation of professionally important personality traits in graduate students of psychological and pedagogical master degree programmes. We analyze the development of personal and professional identity, empathy and communicative characteristics. The study involved 60 graduate students. To test the hypothesis of the contradictory developmental dynamics of personal and professional identity and communicative characteristics (empathy and communication skills) we used L.B.Schneider’s techniques for studying professional (MIPI) and personal identity (MILI), the questionnaire measure of emotional empathy by A.Mehrabian and N.Epstein, and the social skills test by L. Michelson. The study revealed the predominance of diffuse and pseudo-positive personal identity statuses among the graduate students as well as the complex dynamics of professional identity statuses. Also, the obtained data points to an increase in the expression of the competent communication style and high levels of empathy. We outline some perspectives for further research on the development of professionally important personal qualities and psychological and educational support of students during their graduate year.

The article analyzes changes in modern Russian education and related changes in pedagogical activity. Defining personal, metasubject and subject-based educational outcomes of students as the goals of education sets high requirements for the professionalism of the teacher, for his psychological and pedagogical competence. The professional standard for teachers, adopted in 2013, has captured new realities of pedagogical activity, providing definitions of the teaching, educational, and developmental functions of a teacher and a list of requirements for work actions and skills necessary for their implementations. The professional standard is defined as a target reference point for teacher education. The implementation of the professional standard requirements is possible with a serious restructuring of the system of teacher training practices. Traditional teacher education has always been characterized by a weak orientation to school, academism and verbalism, and the dominance of subject-based and methodological training at the expense of psychological and pedagogical, activity-based components of professional education. The article analyzes the cases of employing the activity approach in Russian teacher education, such as the one at the Krasnoyarsk state University and at the Tolstoy Tula State Pedagogical University. Also, the article describes a productive experience of implementing the activity approach in a large-scale experiment on the modernization of teacher training in 2014—2017 by the Moscow State University of Psychology and Education. It outlines the main components of the activity approach implementation in this experiment: orientation on the professional standard for teachers, modular structure of educational programs, practical orientation of the educational process.

The article raises the problem of the relation between the educational success of students and social and socio-economic characteristics of their families. Children from socially disadvantaged families exhibit lower levels of psychological well-being and self-efficacy. In the future, this fact might negatively affect self-esteem and career aspirations of the younger generation. On the basis of this interlink the education policy, school implemented specif-ic projects and programs, addressing school failure, are elaborated. Feasibility of implementing this approach in Russian conditions is recognized by national psycho-pedagogical science and practice, so the appropriate tools are being developed and tested. The article examines the phenomenon of academic resilience as an ability of pupils to demonstrate high performance despite external limiting circumstances. The article explores the ways and means of overcoming the school failure: 1) providing additional resources to schools, with high concentration of children from families with low socio-economic status; 2) establishment of counselling centers and professional teams, working with such families; 3) professional development of school teachers; 4) edition of the relevant educational and methodical literature, 5) distribution of programs that support learning; 6) provision of conditions for the students to accumulate positive experience in overcoming learning difficulties, formation of their self-confidence, 7) imple-menting of special programs for slow learners, using digital technology, 8) engagement of learners in extramural activities

The article presents. In the article the justification of relevance of elaboration of normative model of development in preschool childhood is conducted. One o f t he k ey c oncepts i n t he developmental psychology – age-normative model of development of subjectivity in the preschool childhood is justified. This concept is a methodological tool and technological principle of projecting developing preschool education. The structure of the age-normative model of development is represented, it includes three components1.) main lines of development 2.)situation of development 3.) neoplasms of development. The age-normative model of development of subjectivity in the pre-school age according to the main lines of development: subjectivity in activity, subjectivity in generality, subjectivity in consciousness is described. Generalized scheme of the age-normative model in the pre-school age according to the types of situation of development and integral neoplasms of development is given.