Formation of professional competences and development of achievement indicators in the context of implementing the Federal State Educational Standards aims at training viable graduates prepared to: take part in both development and implementation of personal development and socialization programs aimed at achieving personal educational results in both curriculum and extra-curriculum activities according to the Federal State Educational Standards requirements; perform psychological and pedagogical follow-up procedures in the context of main and supplementary educational programs; provide psychological evaluation and consult the subjects of the education process; conduct correctional and developmental activities with children and students, including rehabilitation and recovery procedures. Thus, the aims of the study are: to analyze the experience in professional competencies formation in training teacherpsychologists in the context of Federal State Educational Standards implementation; elicit and experimentally verify professional competency achievement indicators (Bachelor of Arts degree) and the effectiveness of success motivation development as the main condition of forming professional competency in future teacher-psychologists. This article addresses the experience of Pedagogics and Psychology Department of Adyghe State University. Considering that professional competencies achievement indicators are viewed as a "knowledge-skills-abilities" triad, the research had two stages. The first stage estimated the theoretical evaluation of knowledge, the second dealt with evaluating skills and abilities. We also suggested that successful professional competency formation in the context of Federal State Educational Standards implementation can be attributed to the success motivation development in future teacherpsychologists.

Innovative practices within our system of education and their successful implementation depend on both collective and individual knowledge. This particular circumstance determines the necessity of the search for effective terms and conditions of the professional training of prospective educators aimed at engineering and implementing innovative educational practices, evaluation of the contents and techniques of professional knowledge and skills to ensure the implementation of the innovative teaching environment. Thus, this article sets to conceptualize the specifics of educational processes within the spectrum of postgrad studies with an agenda of training prospective teachers to tackle innovative practices when professionally employed and of singling out psychological and pedagogical terms and models thereof. Questionnaires were administered on students of teaching majors to determine the lack of intent to implement innovative practices within their professional environment based on the following: low level of theoretical knowledge of innovative practices within a given educational system; low level of creative activities and imaginative thinking, insufficient level of preparation of prospective educators towards engineering and implementation of the said practices. The initiated model of the preparation course motivates prospective educators to assess their chosen professional field with positivity, facilitates and enhances creative abilities, powers of reflection, provides both theoretical and practical knowledge basis necessary for their professional skillset employed at any given educational institution.

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