The article discusses the methodology for diagnosing the upbringing competences of students in pedagogic areas of training. The authors present the theoretical foundations on which the methodology is based, including the content and structure of the graduate's competency model. The article characterises the criteria for assessing upbringing competences and substantiates the methods that are used to diagnose according to these criteria. The authors describe the general diagnostic procedure and requirements for it, the form for presenting the results and recommendations for students. The article presents in detail the content and procedure of individual methods – testing, solving case tasks, value-oriented game, motivational survey. The paper presents and interprets the results of a comprehensive diagnosis of upbringing competences of future pedagogues, and makes suggestions for the development of diagnostic tools.

The article is devoted to the description of the results of a study of students' satisfaction with the organisation of distance learning at the university, the difficulties encountered in learning under new conditions of self-isolation, resources and ways to overcome them. The study involved 1288 students of Kostroma State University of all courses, forms of study and educational levels. For statistical data processing, the SPSS 17.0 package (Spearman's correlation analysis, content analysis of students' free statements) was used. It is shown that the transition to distance learning in conditions of self-isolation is very successful, most students have adapted to the new situation. The degree of students' satisfaction with work in the remote format correlates with the assessment of their own success and with the features of the organisation of the learning process. Lack of communication with teachers and difficulties in mastering educational material form a request among students to expand the range of communication tools and teaching tools used. It was found that students experience a number of organisational and personal difficulties associated with the transition to a distance learning format. However, most students successfully overcome them using constructive coping strategies aimed at solving the problem and seeking support. The ways of increasing the degree of students’ satisfaction with work in the distance learning system, aimed at increasing the level of their psychological well-being, are proposed – focusing on a dialogical approach, organising methodological support for training courses, updating the organisational functions of curator teachers, implementing teamwork of teachers to ensure interdisciplinarity and integrability of acquired knowledge and competences.

In this article, the authors attempted to comprehend how the level of psychological well-being and the image of the future in students is transformed in the context of acute social uncertainty associated with the coronavirus epidemic. To answer this problematic question, we turned to the analysis of the need-motivational-semantic sphere of students before the pandemic and after the end of the self-isolation of Russian citizens. The study was carried out in two stages. At the first stage (October 2019), 185 students of Kostroma State University (M = 20,1; SD = 1,3) were interviewed on the subject of how they understand the phenomenon of psychological well-being, after which 45 respondents (M = 19,7; SD = 0,8) were asked for filling in the method «Color metaphors» by I. L. Solomin. At the second stage (January 2021), the study was carried out according to a similar algorithm (N1 = 185; M = 20,4; SD = 0,6; N2 = 45; M = 19,3; SD = 1,1). It is shown that the coronavirus pandemic and the associated self-isolation have become a context that influenced the change in the structure of connections between meaning-forming categories in the need-motivational-semantic sphere of students. The weakening of the tightness of connections between semantic categories in the minds of the respondents serves as an indicator of students' disorientation in psychological time and space, a marker of the emergence of problems in setting goals, defining meaning and seeing oneself. First of all, this is reflected in the idea of the future, oneself in the future, happiness as the category most closely related to well-being. The image of the future has become less concretized and blurred. In the psychological time space, values-goals became less significant, but values-resources became actualized («love», «family», «health», «entertainment» , «communication», «development», «money»), i.e. that helps to feel stability, comfort, increases confidence in the future and helps to distract from the oppressive atmosphere.

Problem. The authors of the article substantiate the need for targeted work on the formation of educational competencies of college teachers. The need is determined by the change in the requirements of the state for education and the unwillingness of teachers to fulfill these requirements. The problem of the article: what are the effective ways and means of developing the educational competencies of teachers in secondary vocational education? The purpose of the article is to describe and substantiate the effectiveness of the proposed ways and means of developing the educational competencies of teachers in secondary vocational education. Methodology. The article presents a methodological description of activities for the development of educational competencies of teachers of secondary vocational education in the interaction “university-college”. The content, structure and forms of activity were designed on the basis of diagnostics of the current level of educational competencies of teachers. The assessment was carried out on the basis of the competency-based model of educational competencies according to three criteria - cognitive, motivational and practical. The identified problems and the request of the college teachers determined the topics of the seminars, as well as the choice of intensive forms of work. The quantitative-analytical design of the results of the conducted classes was based on data compared “before” and “after” (test-retest) participation in meetings, taking into account the statistical significance of the measured phenomena. To assess the effectiveness of the classes, a questionnaire and reflective reports of the participants after three meetings were used.

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