Introduction. In an integral system of continuous education, a number of interrelated stages can be distinguished, between which a through vertical integration must be carried out, ensuring the continuity and integrity of the process of personality development, the continuity of the general and professional education. There are still no empirically verified data on the gaps (crises) of continuity at the stage of school-university and psychological means of overcoming them. The research purpose is to study the psychological conditions and develop psychological and pedagogical means to ensure the continuity in the development of students’ personality at the stage of transition from general education to higher education. Research materials and methods. The study involved 280 respondents: 43 schoolchildren and 32 school teachers and 177 students and 28 university teachers. The experimental study was carried out using methods aimed at studying the level of personal and professional development, self-awareness, psychological defenses of an individual, the features of interaction between teachers and students, the development of corrective and developmental programs. Research results. The research results made it possible to single out three continuity crises: the crisis of transition from general education to higher education, the crisis of the middle of studies at a university and the crisis of transition from university studies to professional activity. It is shown for the first time that overcoming and preventing continuity crises depend on a set of psychological conditions: 1) the level of the student’s self-awareness, 2) the level of the teacher’s personal and professional development, 3) the degree of formation of the polysubject community at school and university. Psychological and pedagogical means (psychological programs) aimed at preventing and correcting continuity crises have been developed, implemented and they proved their effectiveness. The students of the experimental group showed an increase in indicators on most scales of the CAT test in the ratio “before” and “after” the formative experiment (p < 0.01), which indicates an increase in the level of their personal and professional development and self-awareness. Conclusion. The identification of psychological conditions and integration of corrective and developmental programs into the educational process of a university to ensure continuity in students’ development is a promising direction for improving the training of students – future teachers.

Introduction. Currently, due to rapidly changing economic, political and social conditions, the requirements for training teachers are constantly increasing, the purpose of studying at the university is to increase not only the attention to the personal and professional development among young specialists, but also to students’general culture and erudition. The study is aimed at conducting a psychological analysis, synthesis and generalization of the most promising research results for converging the traditions and innovations in modern and future pedagogic education, as well as on the basis of the results obtained, developing innovative practices of students’ psychological training at the target, content, technological, organizational and strategic levels. Materials and methods of research. The methodological tools of the research contain the analysis of scientific literature devoted to the research of modern domestic continuous pedagogical education, the study, systematization and conceptualization of scientific works of scientists and practitioners of Russia and CIS countries (2020-2022). In addition, the package of methodological materials contains developments that make it possible to clarify the need to create an innovative (systemic personality-developing) approach to the practice of training future teachers. The analysis of the research presented mainly in the monograph "Teacher in the context of personal and professional development: reality and prospects" (2020-2022) and the collection of scientific articles "Strategies and resources of personal and professional development of a teacher: modern reading and systematic practice" (2020-2022). Results. Based on the analysis of scientific works and research conducted by us, an innovative (systemic personality-developing) approach in pedagogical education was developed, aimed at professional and personal growth not only of a single teacher, but also the development of all subjects of the educational system. It is based on the unity of principles, goals, content and forms of organization of the pedagogical process. Conclusion. New practice of professional training of future teachers is based on a unified strategy for planning personal and professional development as well as innovative psychological technology of professional development among future teachers, based on the continuity of cultural traditions and scientific technologies implemented in developing educational programs. Keywords: continuous pedagogical education, personal and professional development, systemic personaldevelopmental approach, convergence, continuity of traditions and innovations, polysubject community "teacher - student", favorable educational environment

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