The article is devoted to the phenomenon of "parentality" as a universal cultural value correlated with different views and notions in different fields of humanitarian knowledge. The authors represent the evolution of the concept "parentality" in different scientific fields using the analytical, synchronousdiachronic and comparative methods. The research purpose is to study the semantic development of the "parentality" lexeme in English, French, and Russian, to define the conceptualization of this notion in the study of modern problems of the family. From the standpoint of cognitive linguistics we determine the historical periods with the maximum semantic activity of the corresponding notion. The authors define the conceptualization of this notion in the study of the modern problems of childhood, family, and upbringing. The authors analyze the phenomenon under study in the English, French, and Russian languages in synchronic-diachronic terms. The authors of the article denote the additional meanings, the phenomena of synonymy and polysemy in the denomination of the types of "parentality" within different scientific fields, the mechanisms in the formation of the figurative meaning of this lexical unit in the process of the evolution of the term "parentality". In this context the authors substantiate the interdisciplinary strategies of the modern science of the family and upbringing, the use of a rich arsenal of humanitarian knowledge.

The paper represents the results of the investigation of the factors that contribute to the development of emotional burnout syndrome and its manifestation among social service professionals.The sample of the research included 2,235 social educators of the city of Moscow. They were asked to provide demographic and job-specific data and to complete the questionnaires.The formed syndrome was observed in 19% of respondents, the syndrome in the phase of formation -in 66%, 16% of respondents did not show any signs of BOS.The study showed a significant correlation between the level of burnout and locus of control. Social educators with a high level of burnout displayed lower indicators of internality than their colleagues without BOS.The factors contributing to the development of burnout can be divided into two groups: objective factors caused by work conditions and subjective factors caused by professional's personality traits.The findings of this research can be used for the development of more effective organisational strategies designed to reduce the risk of social educators' burnout in megalopolis education environment.© 2017 Published by Future Academy www.FutureAcademy.org.UK Keywords: A syndrome of "emotional burnout", the social teachers, objective factors of "emotional burnout" (organizational and role) generated by working conditions or unreasoned organization; the subjective factors caused by features of the identity of the expert.

The article is devoted to the individual-creative approach to the training of a teacher which is, in the author’s opinion, opposed to the reproductive-mass approach. The main aim of the author is to show how to implement this approach in practice. To achieve this goal, a detailed analysis of modeling in pedagogical science is given. The construction of the model required the analysis of the interrelated concepts of “structure” and “system”. The article proves that the integration development of individual abilities, activity and creativity is necessary in the modeling and implementation of the individualcreative training of a future teacher. The article describes the tasks of the individual-creative training of a teacher and the stages of the implementation of these tasks. The article presents the structural elements and the qualities of the personality of a teacher which are being formed within each stage. The article proves the relationship in the structure of the individual-creative training of a teacher, motivational-creative, theoretical and practical training. The author traces the role of educational-cognitive tasks which are considered a microelement of the model of the individual-creative training of a teacher in the organization of academic and extracurricular work, academic and scientifi c activity of students. The main outcome of the implementation of the described model is the development of the creative individuality of a teacher.

The reality of the modern educational environment and the development of the humanitarian, pedagogical knowledge about the environment are attributed to the experience of great minds of the past. Among them, L.N. Tolstoy’s personality and versatile heritage have amazed and inspired numerous pedagogical generations to come through the writer’s unparalleled educational ideas on the creation of popular (mass) schools. Just as Tolstoy’s educational ideas and experience are enriched by the legacy of French enlighteners, the authors axiologically actualize and rethink through the prism of modern education the pedagogical heritage and arguments that ensure the broad perception of educational problems and the understanding of the continuing mission and driving force of education for the transformation of modern society. In the context of the priority of the humanistic educational paradigm, the authors are convinced that the interaction presented in the article through the imaginary dialogue of generations of Russian and foreign teachers of the present and the past contributes to the growth of professional knowledge in the field of the history of pedagogy and education and comparative pedagogical studies. It unites people involved in today’s education, representatives of different socioand linguistic cultures, in striving towards enlightenment in the best traditions of Tolstoy’s education.

Work with gifted students requires a teacher to have special personal and professionally important qualities and creativity occupies a special place among them. A creative teacher can understand the peculiarities of behavior and worldview of a gifted child and possesses the competencies of organizing further development of the creative activity of special children, as well as their relationships with peers. The study is based on the concepts of axiological, humanistic, systemic, and activity approaches, the theory of convergent and divergent thinking, the teachings of an individual as a person and subject, of creativity as a process and a result, the creative nature of a teacher’s work, and theories addressing the creative essence of personality. The stage of university training is deliberately chosen for the study of the problem of development of a teacher’s creativity as a foundation for work with gifted students since the student age is the most sensitive period of this process. In the process of higher education, the development of a future teacher’s creativity in conjunction with their professional and personal qualities is essential as a condition for effective work with gifted students. The identified key psychological and pedagogical conditions for the development of creativity in professional activity focused on work with gifted students include the professional activity orientation of future teachers to work with gifted children, professional knowledge, skills, and competencies focusing on gifted children, and psychological qualities of professional importance for work with gifted students. The article provides a specified definition of creativity, characterizes the signs of a teacher’s creativity, and describes the patterns, conditions, and stages of development of a future teacher’s creativity in the educational process in a higher education institution. The directions for further scientific theoretical and practical activities in the process of development of a future teacher’s creativity in parallel with training to work with gifted children are proposed. A promising direction of work is determining the ways to combine the operational and substantive sides of a teacher’s activity in work with gifted children.