Purpose of the study: to theoretically substantiate and experimentally test the system of organizational and pedagogical conditions of project designing, which is regarded as a mechanism for creating the reflecting thinking in the students of psychology and education. The research uses the methods of theoretical review and analysis of psychological and pedagogical literature related to the subject, expert view on the development of students’ reflective abilities following a theoretical and systemic model of reflection and statistical data processing. We have theoretically stated and experimentally confirmed that project activity is a mechanism for the development of such reflection components as creativity, pattern construction and objectification, provided that the project’s concept includes formulation and solution of divergent tasks by the project participants; implementation involves work on a strategy and tactics of cooperation between all the project participants; and the results are realized by all participants in the process of joint and objective assessment. A formative experiment has been carried out and resulted in identification of the requirements for the project activities’ organization among the students majoring in psychology and education, there have been revealed conditions contributing to their reflective activity; questionnaires for expert assessment and monitoring the development of reflection during the project activities have been created, theoretically supported and tested. Novelty is determined by insufficient study of the development of reflection in the process of project activities designed by the students of psychology and education field

The article raises the problem of developing methods for studying conflicts in the education system. The definition of conflict is given as a process that actualises violations by the subjects of interaction of established norms, rules, laws, requirements of a particular social environment. It is emphasised that today there are two main methodological approaches to the study of conflicts: activity-oriented and personalityoriented. The activity-oriented paradigm considers conflicts from the point of view of activity and development of the subjects of interaction and social environment. The personality-oriented approach focuses on the importance of personal characteristics of the interacting parties to resolve a conflict situation. The authors propose a comprehensive approach based on the symbiosis of personality-oriented and activity-oriented paradigms, which allows to take into account the main personal factors of subjects in the process of deployment and resolution of conflicts at each stage of a conflict situation: characterological peculiarities, self-esteem and intelligence, as well as behaviour strategies. An empirical pilot study was conducted among students of Siberian Federal University in order to determine leading personality features of an individual, which occupy the central place in a conflict, regardless of its stage and determine their relationship with the level of proneness to conflicts of a person. The data obtained allowed us to come to preliminary conclusions that a low level of proneness to conflicts is associated with such qualities as high intelligence, ability to think outside the box, emotional stability, self-confidence and awareness of one’s own capabilities. A high level of proneness to conflicts is due to the student’s inability or unwillingness to understand and accept the individuality of other people, inability to forgive others for their mistakes, low intelligence, emotional instability and anxiety. The revealed relationships confirmed the effectiveness of using an integrated approach to the study of conflicts, as well as the theoretical assumption of the mutual influence of individual psychological characteristics and the level of proneness to conflicts of a person. The results of the study will allow us to investigate the mechanisms of conflict behaviour of learners, taking into account their individual psychological characteristics at each stage of the development of a conflict situation, and therefore manage conflicts in the education system

This article touches upon the problem of readiness of the modern public school pedagogues for implementation of inclusive education. The author carries out an empirical research, the results of which demonstrate unwillingness of the pedagogues to teach children with health limitations. This is manifests in poor organization of correctional and developmental environment for inclusive education, as well as insufficient pedagogical interaction between all actors of the inclusive process pedagogical interaction between all subjects of the inclusive process; inability to select optimal means to arrange inclusive education and use various resources for the development of all children, etc. The author offers the key strategic directions for administration of public schools aimed at working with the indicated flaws, which for the most part are related to the arrangement of comprehensive interdepartmental interaction of all parties to the educational process. The author obtained the data on the main shortages of public school pedagogies in working with impaired children. Based on the method of self-analysis of pedagogical difficulties, the respondents indicated the reluctance to solve professional tasks in lesson planning, difficulties in communicating with children with health limitations, no methodological support or competence to develop it themselves. The author suggests arranging joint activity between the specialists in the field of correctional work (psychologists, speech-language pathologist, defectologists, tutors) and teachers, organizing methodological support in the educational institution to select techniques for working with children in the conditions of inclusion, tracking the dynamics of their development.

Introduction. The aim of the study is theoretical substantiation and experimental confirmation of the efficiency of the compiled programme for the development of reflexive analysis in high schoolers, as based on media content material. This goal is relevant in practical and theoretical aspects, since its achievement is aimed at solving the problem of creating organisational and pedagogical conditions for the formation of reflexive analysis in high school students. The development of reflexive analysis in adolescence is important for a teenager to understand himself/herself, his/her internal state, feelings, emotions, to control and regulate his/her actions, develop his/her internal world, communication sphere and interaction with others. Materials and research methods. The following methods were used in the research: analysis of psychological and pedagogical literature on the problem of research, generalisation of pedagogical experience of creating conditions for the development of reflexive analysis in the process of mass media education, questioning in a group of students, pedagogical observation, expert evaluation method, group work organisation methods, group discussion, analysis of the process, results and products of students’ activity. Methods of mathematical and statistical processing: χ2 test. The survey involved 29 high school students of the municipal budget-funded educational institution Secondary School № 12 of Krasnoyarsk (Russian Federation). Research results. A concept for the development of reflexive analysis based on the material of media content was developed. An attempt was made to develop a unique complex for teaching the basics of media education to the students within the framework of preparation for the work at the school press centre. This process focuses on the development of students’ reflexive abilities within three stages: theoretical, polemical and practical. An original media course is presented, where the students master six components of reflexive analysis: the intension to master own activity, a component involving constructing, schematisation, organisation, objectivation, and a creative component (according to N.V. Galkina). The media course consists of three blocks: exploring concepts, modelling of discussion and creation of own media product. The efficiency of the developed course was proved (χ2 = 12.882; p < 0.05), which enables us to confirm a connection between the effective testing of the special media course and the increased levels of reflexive analysis: intension to master own activity, construction, organisation, schematisation, objectivation, creativity. Conclusion. New data have been obtained that allow creating due organisational and pedagogical conditions for the development of reflexive analysis in high school students. They can be based on a reviewed concept of reflexive analysis relative to the work with media content; on a complex media course, developed and tested, in which high school students master the components of reflexive analysis by discovering new media concepts, modelling discussions in the media sphere, creating unique media products.