The conditions of modern labor market dictate the need for highly qualified specialists who creatively approach the performance of their professional activities, independently making competent productive decisions. In search of a solution to this problem, higher education institutions resort to the use of modern educational technologies. The article presents the forms of implementation of discussion technologies, their peculiarity, considers their importance and specificity of use in the conditions of personality-centered training and defines the goals of discussion technologies implementation in the course study. The study revealed an increase in the level of students’ training. The use of discussion technologies allowed them to study the topics of the course more deeply.

This article reveals the method of developing of social initiative with the help of coaching technology. The article describes an empirical study conducted by the authors that demonstrates the effectiveness of using coaching technology as an innovative method of developing students’ social initiative. The authors confirm the urgency of the study, focusing on the fact that the content of the requirements imposed on a person by the social environment has changed, and in modern Russia, university graduates should be independent and their work which is carried out within the framework of the program for the development of youth social initiative is effective.

The article deals with the process of diagnostics of future preschool educators’ research skills development. The need to develop a system of diagnostics of future preschool educators’ research skills development is justified by the need to develop students ’ components of research competence specified in the Federal State Educational Standard of Higher Education (FSES HE). The system of activity of the modern teacher of preschool education involves not only implementation of education and training of children, but also organization and conduct of research activities with pupils, elementary preparation of preschoolers for implementation of the analyzed activities in the future which justifies the need for diagnostics of future personnel educators’ research skills development in the process of their professional training in high school. The success of analyzed skills of future teachers’ development cannot be determined without diagnostic operations to identify the level of specialists’ research competence development. Thus, the purpose of this study is to solve the problem of criteria and indicators; determination the levels of research skills and their characteristics development. The aim of the research is realized by applying methods of pedagogical diagnostics, analysis and generalization. Practical and theoretical novelty of the study is justified by the fact that in its course, methods of selection and compilation of diagnostic tools, principles of implemented diagnostic operations and pedagogical conditions for their implementation are determined and a universal algorithm of actions for the use of diagnostic tools is developed. It allows determining the objective level of diagnostics of future preschool educators’ research skills development in order to imperfect it by adjusting and improving the whole methodological system. The results of the study allowed justifying the effectiveness of the developed system of pedagogical diagnostics which allows using it in future in determining diagnostics of future preschool educators’ research skills development.

Competence-based approach, becoming dominant in the system of higher education, marked the transition from traditional methods and means of education to the use of innovative technologies. Modern higher schools under the influence of the requirements of Federal state educational standards seek to optimize their own activities in order to improve the quality of education and seek new ways to build competence. Today, within the framework of the competence-based approach having a practice-oriented focus, technologies of training in cooperation that meet the requirements for modern training of students are becoming more popular. The purpose of the article is to present the experience of using learning technologies in cooperation, activating the students’ performance. A powerful argument in favor of training in cooperation technologies implementation is their wide functionality in the development of professional competence of a specialist. Since the development of student competence takes place within the framework of various activities, we consider the technology of training in cooperation, allowing students to maximize their potential in the process of interaction with classmates. The article identifies such important advantages of the technology under consideration as the development of independence, creative component, skills of effective interaction and the ability to conduct a constructive dialogue. We consider ideas of training in cooperation technology in detail as well as carry the analysis on the example of pedagogical courses. The presented research allowed establishing increase of students’ activity in studying of pedagogical courses at the expense of identification of an average score in studied profiles.

This study examines the phenomenon of the formation of stable partnerships as the main resource of a modern educational organization, aimed at helping students acquire not only disciplinary competencies but also a system of moral and ethical values, social and creative abilities, psychological and social adaptability in the socio-cultural space, within whose framework they develop and shape as individuals and professionals. It also examines the essence and process of building such relationships in the higher education system. The study deals with comprehending the role of educational activity in the modern socio-cultural environment, and with revealing the theoretical foundations of the formation of joint activities in the context of an interdisciplinary and multifunctional approach. The main research method here is the method of questioning students from one of the leading universities of the Republic of Crimea: Federal State Autonomous Educational Institution of Higher Education “Crimean Federal University named after V.I. Vernadsky" on the topic "Revealing the role of joint activities and partnerships as a key resource of a modern progressive educational organization." Among the respondents there are representatives of various areas of training, different levels of education, and forms of education. It is important to note that not only the interpersonal partnership of students is assessed directly in the course of the educational process, but also their opinion regarding the existing external partnerships of the educational institution with other organizations that provide educational services to one degree or another. The study also considers pedagogical partnerships and partnerships between teacher and student. The research results are fully reflected and presented in the form of a complex analytical conclusion, which is of particular interest for further statistical, social and pedagogical research on this topic.