Introduction. Theoretical and practical aspects of applying case methods have been considered for the first time as tools for developing terminological competence of students mastering educational programs in the field of pedagogics. The aim of the study is to determine scientific basis for choosing and applying cases while studying specifics of development of terminological competence in the field of didactics, and assessment of their efficiency at different levels of professional training of a teacher . Materials and methods. The study is based on the analysis of solution of pedagogical cases. The data were processed using mathematical statistics methods. The sample included 860 persons, among them students currently undergoing vocational training and those receiving higher education, teachers of secondary schools and institutions of secondary vocational pedagogical education. Results. The findings of the study indicate that object-cognitive, professional-speech and reflective-evaluation cases provide for efficient use of the case method in evaluation of the level of formedness of terminological competence. Empirical verification of the cases allowed to identify differences in the extent to which terminological competence of future teachers is formed at different stages of professional training, and the significance of object-cognitive component in ensuring that professional terminology is duly mastered. The effectiveness of completion of different case types was evaluated. This study expanded our understanding of principles of selection and structuring of case tasks to evaluate and improve development of future teachers’ terminological competence in the course of learning theoretical basics of modern teaching. The research results provide a better understanding of case methods in pedagogical education. Discussion and conclusion. The case method is an important issue for future research. A further study of the other subject fields in professional pedagogical training with special focus on the level of terminological competence of educators in secondary and vocational schools is suggested. Practical significance of this article lies in the prospect of uncovering potential capabilities of the case method for diagnostic and didactic purposes in universities. Keywords: future teacher, terminological competence, didactic term, terminology, case method, case typology Acknowledgements. The study was conducted with financial support from the Russian Foundation for Basic Research (Project No. 16-06-00486).

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Psychological well-being is widely recognized an essential component of human life. Numerous studies have looked at the significance of teachers’ well-being for effective professional activity and self-efficacy. However, little is known about how a teacher’s personal and professional characteristics influence their psychological well-being. The purpose of this study was to explore possible determinants of teachers’ psychological well-being, such as professional activity motivation, personal orientation, thinking style, terminological competence, and reflection. A total of 224 secondary school teachers from the Arkhangelsk area took part in the study. Ryff’s Scales of Psychological Well-being (SPWB) were used to assess the level of well-being. The teachers are found to have a moderate level of psychological well-being. It has shown that professional activity motivation has the most important role. Inner motives such as cognitive motives, activity motives, and self-realization goals promote psychological well-being, while external incentives such as communication and confession decrease it. The differences in professional and personal characteristics between teachers with various levels of psychological well-being were identified. Teachers with low levels of psychological well-being reported a greater importance for social approval. However, for those with the highest psychological well-being scores, it is more important to pursue professional development.

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Introduction. The active use of blended learning technologies in universities has highlighted the problem of their effectiveness. The solution to this problem envisages further clarification of the distinctive features of blended learning technology and selection of performance indicators. The purpose of research paper is to justify the selection and define assessment criteria for effectiveness of blended learning technology, and to develop a multi-level system of indicators of their manifestation in university educational practice. Materials and Methods. Methods of systematic analysis of scholarly literature, grouping scientific information, modeling, point-rating scaling, comparison and methods of mathematical statistics. It also includes the results of an online survey conducted among students and teachers at Russian universities and the results of a content analysis of the open-ended question “Blended learning technology is effective if ...” of the “Unfinished sentences” methodology. Results. Within the framework of the complex approach, the selection of effective, didactic and resource criteria for assessing the effectiveness of blended learning technology have been substantiated. It was revealed that students prefer the didactic, and then the resource criterion in assessing the effectiveness of blended learning technologies, and teachers consider the resource criterion to be a priority, followed by the didactic one. Discussion and Conclusion. The research results contribute to the development of scientific ideas about the system of criteria for assessing the effectiveness of blended learning technology and increasing the level of reasonability of managerial decisions on their application in the higher education system. The article materials will be useful for university teaching staff and managers, as well as researchers concerned with analysis and assessment of blended learning and modern educational technologies’ effectiveness.