In order to develop scientifi c mechanisms for improving the quality of education based on the organization of professional interaction of school teachers at the workplace, a comprehensive study of the current state, forms and trends of professional interaction of teachers at the workplace was carried out, as well as a comprehensive analysis of best Russian and foreign experience in the fi eld of professional interaction of teachers’ place, the activities of teams of teachers. Based on the results of the analysis, conclusions were drawn on the relevance of the development of professional interaction practices of teachers and models of organizing teams of school teachers.

The article considers the problem of diagnosing individual characteristics of students’ knowledge. It is shown that an adequate model for knowledge representation is the model of frames. The article describes the psychological processes underlying the formation of frames, and the role of implicit processes in the development of cognitive representation of the world in the mind of the student. Frames of diff erent are classifi ed, its brief descriptions are provided, essential features are highlighted, the role of frames as a way of presenting various components of training content is described. It is shown that adequate means of diagnostics of basic frames formation is the method of mind mapping. A specifi c example describes all the stages of building mind maps. The paper analyzes the features of mind maps, which allow interpreting them as a visual image of individual frames. Examples of students’ mind maps, confi rming the validity of this conclusion, are provided.

The article considers trends in technological education in the Russian Federation and urgent problems of introduction of the subject Concept. The analysis of the necessary normative-legal support of introduction of Concepts and training programs for compliance Concept is presented.

The paper considers how to design educational technologies, based on ideas of constructivist pedagogy. J. Piaget’s and G. Kelly’s writings show that educational outcomes emerge as structures in the form of mental representations, which learners have to construct in the course of active cognitive activities. Recommendations on how to organize educational process, developed by constructivist educators on the basis of these ideas, can be useful in designing educational technologies. The paper examines J. Piaget’s and G. Kelly’s writings and reveals limitations and inner contradictoriness inherent in mechanism of self-constructing mental representations. The author provides arguments refuting that recommendations of constructivist pedagogy result from the moderate constructivism ideas. Moreover, these recommendations are inconsistent with the logic of cognitive experience gaining which results from theories of cognitive load and human cognitive architecture. These recommendations also lack operationality, needed for the educational process to be reproduced. Thus the paper concludes, constructivist pedagogy cannot be used as a basis for designing educational technologies.

The paper considers issues related to classifying techniques of educational activities. The lack of logically consistent overall classification of educational activities is emphasized. To develop such classification it is proposed to identify explicit and implicit attributes of the «technique» notion. One of the explicit attributes is a set of conditions necessary for the technique to be designed and implemented. Implicit attributes depend on psychological and pedagogical theories applied for technique designing in the course of pedagogical phenomena modeling. The author identifies three groups of explicit attributes, namely, educational goals; educational contents; contingent of learners. Possible variations of the said attributes are described. Also described are various taxonomies of goals, kinds of educational contents and types of learners by stage of education and intellectual development of learners. To facilitate classification of educational activities techniques the orthogonal three-dimensional model is constructed to serve as a morphological matrix, describing a set of technologies, necessary to implementing the State educational standards.