This study aims to review Pedagogical Content Knowledge (PCK) studies related to science and mathematics education in the ERIC database. In addition, journals published in the Eric database were searched using the same keyword. Thirty-five science and mathematics education studies were analyzed using standards from the related literature. A qualitative thematic review was conducted in this study. All articles were downloaded and read by the researchers. Each researcher examined them together to determine themes. The themes determined were the subjects and topics studied, the profile of the participants, the data collection instruments, the study design, and the consideration of pedagogical content knowledge with its components. The results were reviewed in terms of the competencies of preservice and in-service science and mathematics teachers in pedagogical content knowledge, the analysis of the development of prospective teachers' pedagogical content knowledge, and the components of pedagogical content knowledge. Some implications of these findings were suggested for determining and developing pedagogical content knowledge of prospective and in-service science and mathematics teachers.

Being the subject of interest of many scientists, the evolution of education is considered as a process, as a set of values that are reflected in the works of educators of each era. In this case, the object of the study is the first half of the 20th century, as the most controversial era in terms of values, represented by a wide range of pedagogical ideas and trends. The article analyzes various texts of educators of the early 20th century to form a holistic view concerning the axiological field of education at that time. The applied methods of analysis and synthesis, generalization, abstraction, classification, and modeling, as well as the historical and structural method were dictated by the purpose of the study. The conducted work has resulted in the clarification of the concept of the axiosphere, its components and objective laws, the description of the educational axiosphere of the declared era through the analysis and synergy of values and meanings of educators of that time. The reliability of the result is ensured by the reference to the author’s text of the studied educators, which allowed formulating their values in their own language, so to speak in the first person. The attempt to present the value dominants of different educational figures of the same time as components of a single axiosphere is a fundamentally new approach, since traditionally in the history of education, it is customary to oppose the author’s pedagogical concepts and consider them as autonomous, sometimes contradictory systems.

The article shows the history of the methodological training of mathematics teachers in Russia in the second half of the nineteenth century and during the twentieth century. It is based on the analysis of didactic and methodological sources of different years; an internal periodization of methodological ideas dynamics and preparing math teachers for teaching this subject is proposed. The problems of training math teachers are illustrated with examples of specific schools. The article gives names of scientists, teachers, methodologists, mathematicians who have had a significant impact on the content of mathematical education at school. The authors were able to detect and convincingly show the cyclical nature of the process both in the second half of the nineteenth century, and in Soviet times. The article reflects the mission of Russian universities, teacher-training institutes in training math teachers for the domestic high school of the period under review.

The article provides an overview of journals indexed in the register of the Higher Attestation Commission on modern research related to the problems of inclusive education. All articles are devoted to the main risks arising in the process of correctional and educational activities: insufficient subject and methodological competence of teachers to implement inclusive education, insufficient material and technical equipment of a general education organization to implement inclusive education, insufficient psychological readiness of participants in educational relations to implement inclusive education, insufficient methodological support for inclusive education. The purpose of the article: to review the periodicals of the main research areas conducted in 2021 on inclusive education. Methodology: The study uses a set of general theoretical methods: analysis, synthesis, actualization, systematization and abstraction. In conclusion, the main risks and problems that exist today in inclusive education are systematized, solutions to the presented problems are proposed.

The article draws attention to the sphere of historical and pedagogical knowledge. Being a product of the development of human society, it lies at the core of contemporary and future pedagogical culture. The mature conventional wisdom helps people to forge their own path in the modern world, to determine their self-identification and the prospects for their personal growth. The historical heritage of the first half of the 20th century, rich in invariant ideas, scientific and pedagogical experience, is viewed here by means of its inclusion in the construction of all spheres of life in modern Russia and Kazakhstan, including the development of pedagogy and psychology. The article reveals the stages of scientific activity of the outstanding teacher and psychologist A.P. Nechaev, characterizing the main milestones and dynamics of the formation of domestic experimental pedagogy at the beginning of the 20th century. It highlights the scholar’s ideas about syndromic psychology, holistic, mental and moral development of the personality, which are relevant even today. The research is based on conceptual ideas of dialogical pedagogy, problem-personalistic approach, retrospective, comparative historical and historical-phenomenological methods. Experimental pedagogy as a phenomenon of the early 20th century ceased to exist without quite exhausting its capabilities, but it laid the foundation for and determined the strategic development direction of child psychology, pedagogical psychology, genetic psychology, childhood ethnography, differential psychology and differential psychophysiology, and the experiment became a sturdy part of the scholarly apparatus of pedagogy and psychology. The potential of experimental pedagogy made it possible to pose and solve large-scale issues of creating a new school, scientific and pedagogical centers, finding solutions to a wide range of psychological and pedagogical problems, designing research schools that develop natural science, psychological and pedagogical problems of education and upbringing. The invariant ideas of this direction of moral, mental and intellectual development of students are also relevant at the beginning of the 21st century and can be used in the practice of contemporary school education.