The article presents the authors’ method of teaching undergraduate and Master’s degree students majoring in education to formulate scientific concepts including the key concepts that constitute the theoretical basis of any pedagogical research. We regard this skill as one of the components of the research competence of a modern teacher. In accordance with his labor functions, he (she) has to lead the research and project activities of students in the system of primary, basic and secondary general education. The article reveals the content of research competence which includes two groups of research skills: work with literary sources and actual work with text of a research. The authors consider three types of tasks for the formulation of scientific concepts of different levels of complexity, describe an algorithm for performing by students tasks of each type. In addition, the article reveals the pedagogical significance of teacher’s ability to formulate scientific concepts and describes the positive results of mastering this skill by undergraduates and Master’s degree students in education.

To ensure high performance of the agricultural machinery and equipment it is necessary to improve the system of technical service in agriculture through the creation of specialized service centers. Features of agricultural production are such that machinery and equipment implementing its processes are distributed throughout the agricultural enterprises, and mobile machines and units that form the basis of machine-tractor fleet, change their place of deployment as work progresses in certain areas. This situation complicates the maintenance (M) and current repairs (CR) of agricultural machinery and equipment, as their delivery of their service centers or check out of service technician with the necessary tools, equipment and materials directly to the operation of machines and equipment, or temporary storage sites are required. The result is more expensive M and CR and increased losses from downtime, of course these additional costs and losses must be minimized by the rational organization of processes of M and CR. Analytical dependences are got to determine the costs of the M or CR, taking into accounts the embodiment of losses from downtime of serviced machines and the method of its delivery to the service center. Selecting embodiment of M or CR is carried out on a minimum of these costs, for which the algorithm is proposed, comprising determining the costs of the options under consideration to perform M or TP and compare them to avoid irrational choices. These analytical dependence and calculation algorithm contribute to the improvement of the organization of technical services in agriculture.

The problem of development and introduction of professional educational programs of psychologists training is urgent in the education system. The problem of the formation and development of the communicative competence of a psychologist in the field of secondary education is described. The emphasis is on the peculiarities of the communicative competence of psychologists. The Federal state educational standards of general education place high demands on the professional competencies of a modern psychologist. The standard defines the requirements for labor functions, education and work experience of a psychologist. The realities of the modern educational process are due to contradictions, which are in practice: the activity of a psychologist is reduced to maintaining various documentation, writing plans and reports, protocols, and etc., and to a lesser extent, to the direct interaction of the psychologist and participants in the educational process, that means fulfillment of the main labor functions.

Based on the research of special literature, the article considers the project method as a means of training future automation engineers at the University. Industrial modernization encourages the search for new pedagogical approaches in technical universities, which are aimed at individual development of the individual, creative initiative, independence, the formation of universal skills of future automation engineers to solve problems which arise in life - professional career, self-determination, daily life. Project activity stimulates students’ educational interest, broadens their minds, develops independent work skills: the ability to reveal and formulate a problem, find and select the necessary information, and use it to solve the tasks set. Using the project method in teaching a foreign language allows future automation engineers to use a foreign language to understand and explain their ideas, understand and accept the ideas of foreign specialists. This is one of the best ways to attract students’ attention to language communication and involve them in learning the world around them through a foreign language. The main task for teachers is to raise interest, motivate future automation engineers and involve them in the work environment.

One of the main problems of the modern higher education system in the Russian Federation (RF) is underrepresentation of knowledge in the educational process as a factor that determines not only the content of thinking but also the personality content. Hence, it updates the issue of providing pedagogical conditions for the development of students' ability to refl ect, which causes quality changes in the self-awareness structure. Through expansion, its cognitive components ensure positive developments in self-formation of future specialists and their self-adjustment. Based on a literary review, the article analyzes and substantiates the refl ection concept content. By means of interviewing, the level of the refl ective competence in students in the process of solving problems was analyzed through the example of mechanic engineering students of Russian universities. Based on multidimensional factor analysis, structural (constructive and situational-destructive) factors of students' refl ection in the educational process were identifi ed. Student clusters were formed and substantiated by the growth rates of refl ective competence factors. The optimal development level of the situational-destructive factor in student refl ection in the process of solving problems was determined. Education technologies for developing refl ective competence in students were elaborated. Parameters of pedagogical refl ection development in the educational process were substantiated. A pedagogical experiment was conducted to assess the effectiveness of the proposed pedagogical conditions for the formation and development of refl ective competence in students in the Russian universities under study. The research of the problem of refl ection development in students in the higher education system of the Russian Federation makes a certain contribution to pedagogical science and teaching practice and opens up new opportunities for the student educational process.