Introduction. The digital transformation of the educational space of a pedagogical university provides great opportunities for improving the quality of education and at the same time requires a radical change in methodological approaches to the organization of training; search, development, and application of new technological solutions and tools. The purpose of this article is to search for and analyze new tools and technologies for the digital transformation of the modern educational space. A fundamentally new approach is laid in the design of the educational and scientific electronic service "Pedagogical map of the world". The electronic scientific and educational service of the new generation "Pedagogical map of the world" makes it possible not only to broadcast but also to generate new knowledge, as well as to form readiness for transferring it to other social and humanitarian subject fields of science. Materials and methods. In the course of the study of the effectiveness of the electronic resource "Pedagogical map of the world" as a tool for the digital transformation of pedagogical education, a survey was conducted among students (1837 students) and scientific and pedagogical workers (211 employees) of higher education institutions in various regions of the Russian Federation. Results. The study among the university students aimed at determining the level of students' satisfaction with the functionality of the electronic service showed that a significant number of respondents (90.7 %) noted a positive trend in their attitude towards the study of the historical and pedagogical space when using the electronic service. The positive dynamics affected not only classroom studies but also the area of students' independent work and their personal development. A survey among the professional community also confirmed the effectiveness of the electronic resource. Discussion and conclusion. The modern electronic service "Pedagogical map of the world" incorporates a database, a "live textbook", an analytical simulator, and social networks. The possibilities of the "Pedagogical map of the world" include "Sets of tasks", developed on the basis of a four-dimensional model of a set of exercises for developing historical and pedagogical space.

Emotional intelligence (EQ) development is becoming a more important issue among such significant factors as competence and efficiency due to the constant and rapid social transformations, new challenges, high social norms, and setting high professional standards. The ability to control emotions and recognize them is especially important for a future teacher who faces two objectives that make a success or failure when establishing communication: developing the personal abilities that provide a basis for emotional intelligence and developing students' emotional intelligence. A future teacher should be involved in searching for new approaches and tools for understanding and controlling emotions, as well as developing the ability to empathize. The aim of this research is to help a teacher acquires effective skills to build optimal relationships with colleagues and students. This search is also due to the need to develop the skills to exercise self-knowledge, understand the motives and goals in a professional teaching environment, to influence the emotions of other people, and to improve the leadership qualities. The article describes the results of an experiment carried out at the

Introduction. In modern conditions, the problem of setting the criteria for evaluating the effectiveness of the form tutors’ activity is becoming relevant in virtue of the importance of education and the absence of a unified methodology and techniques for evaluating the efficiency of the form tutor’s activity. The purpose of the study is to develop and substantiate the criterial framework for evaluating the efficiency of the form tutor’s activity. Materials and methods. A total of 230 form tutors from educational organisations representing 7 regions of the Russian Federation took part in the survey. The service record of 54% of the respondents was over 20 years, 30% – 11 to 20 years and 16% – less than 10 years. Methods: the key theoretical methods were system analysis, synthesis and generalisation of scholarly literature on the problem of developing the criteria and efficiency parameters of the form tutor’s activity, modelling the criterial framework of evaluation. The following was used as the main empirical methods: questioning of form tutors, method of observation, expert examination of the developed criterial framework. Results. A criterial framework for evaluation of efficiency of the form tutor’s activity, based on the selected theoretical and methodological foundations, was developed, being structured as three blocks: personality, process and efficiency. Certain criteria and of efficiency indicators were selected for each block with regard for the key invariant directions of the form tutor’s activity: work with the learner’s personality, learners’ stream, parents, subject teachers, social partners. It was revealed as a result of the empirical research that the most important component in the developed criterial framework, according to 41% of the respondents, is the efficiency block; it is followed in importance by the process block (39%) and the personality block (20%). The necessity to include invariant directions of the form tutor’s activity in each block was noted by 75% of the respondents. The rating results on the each block criteria showed that 67% of the respondents noted the foremost importance, when considering the processual aspect, of the criterion “Organisation and facilitation activity aimed at education and socialisation of learners in cooperation with all actors of the educational process” (KP-4); when considering the personality aspect, 75% of the respondents placed the criterion “Competence in organisational and pedagogical support of educational process” (KL-4) at the top. When assessing the criteria of the efficiency block, the respondents’ rating showed that 72% and 87% of the form tutors placed the criteria “level of cohesion of children’s team, parents, teachers, the staff, the level of development of children and adult community” (KR-6) and “level of learners’ mature experience as based on the system of values inherent in a Russian citizen” (KR-7), on the first place. Conclusions. The obtained results confirm the importance and necessity of creating a criterial framework that acts as an evaluation matrix of the form tutor’s activity efficiency. The personality, processes and efficiency aspects forming its basis take into account the complex of the form tutor’s invariant activity. The further research will be connected with the creation of methods for assessing efficiency of the form tutor’s activity and those related with automation of this process.

Introduction. The individualization of the education process is today one of the priority directions of the transformation of the higher education system, which involves the creation of conditions for the implementation of the educational opportunities of students, their academic mobility, the design of an individual educational trajectory, i.e. on the one hand, it serves as a tool for fulfilling the state order in the formation of a competitive specialist, and on the other hand, it allows you to maximally orient education to the personality of the student.Materials and Methods. The article considers domestic and foreign research materials aimed at organizing and implementing the individualization of the learning process. The work uses methods of analysis of scientific literature, questionnaires, analysis, generalization and systematization of data.Results. The authors identified and described the main trends in the development of individualization of the educational process, the relationship between the concepts of "individual educational route" and "individual educational trajectory". A comparative analysis of the results of a questionnaire survey of teachers and students on the problem of individualization of education is carried out, and the main models of individualization of the educational process are highlighted.Discussion and Conclusions. As challenges for the individualization of the educational process of higher pedagogical education, the authors see the bridging of the "digital divide" arising from the inequality in access to digital tools between the subjects of the educational space of the university, as well as regions and countries; updating the goals and content of education, as well as forms, methods and technologies of organizing the educational process; changing approaches and tools to assessing the competencies and educational results of students in the course of mastering an individual educational route; changing the roles of the subjects of the educational process.

The paper reveals and substantiates the conceptual foundations of an electronic service for evaluating the effectiveness of a class teacher, the relevance of which is due to the strategic priorities of modern education, the goals and objectives of the development of the state and society. The concept of an electronic service implements the key provisions of the author's methodology for evaluating the effectiveness of the class teacher, which provides the ability to design an assessment trajectory depending on the requests and needs of the class teacher and the administration of the educational organization. Theoretical provisions, approaches and principles for the development of an electronic service are determined, the purpose, functionality, roles, content, evaluation procedure, form and structure of the results presentation are presented. The principles of design, security requirements, as well as the possibilities and prospects for using the electronic service in the system of general and additional professional education are disclosed.