The article discusses a comprehensive model of distance learning in secondary schools of the Republic of Kazakhstan, based on the creation of quality educational content in accordance with the basic requirements of updated education content; distance format of technologies for the criterion assessment of educational achievements of students; psychological and pedagogical support of students in the conditions of distance learning; technical equipment of students in the conditions of preschool.The results were obtained through a sociological study to monitor the status and diagnosis of psychological and pedagogical problems in the educational process of secondary schools in the Zhambylregion. The presented model of education in the conditions of DLT is based on the development of modern infrastructure for the development of modern digital and comfortable educational environment; design of the educational process based on the segmentation of the school contingent; application of criterion assessment technology; creation of digital educational resources; development of educational resources for teachers; creation of educational programs for teachers in the region. The implementation of the proposed training model will make it possible to create an educational space providing for the individualisation of educational trajectories and favourable conditions for interaction between students and teachers, productive learning of curricula, achievement of meta-subject results and improvement of information competence among schoolchildren.

The proposed scientific article is devoted to the effective aspects of modern philosophy teaching in secondary and higher pedagogical educational institutions of the country. The authors for many years work in Taraz state pedagogical University as a result of studying the subject “Philosophy” offer future teachers a system of quality humane education, formed from the spheres of philosophy of education, pedagogical philosophy, philosophical anthropology, philosophy of culture, ethnography. The article reveals the philosophy of teacher training with a philosophical justification of pedagogy. The main goal is to develop the discipline of philosophy, which directly contributes to the implementation of pedagogical University students in favorable conditions of professional and social adaptation to their profession. When mastering their profession, the student is faced with positive and negative consequences of the future profession. One of the most common problems in our study was that the student in any situation in contact with the real sides of his profession in the course of pedagogical practice, was able to skillfully overcome their emotions and humanely respond to emerging problems with a philosophical view. Positive skills, formed through the study of the subject of philosophy, help the student of the pedagogical University to develop the path from theory to practice through pedagogical praxiology, to optimize the negative moments, to overcome difficulties, to help them in mastering their profession.

The proposed article reveals the idea of a "socio-psychological hub" - a unique system for improving the effectiveness of school psychologists and social educators in order to identify, correct, restore and psychologo-pedagogical diagnostics and support the socio-psychological climate of students in the secondary educational process of the country. The idea is based on the results of organizing and conducting continuous pedagogical practice in the framework of cooperation between Taraz State Pedagogical University and secondary educational institutions of Zhambyl region, as well as providing psychological and pedagogical assistance and support to young specialists of schools during the adaptation period.