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.

Introduction. The ongoing geopolitical and socio-economic global changes, undoubtedly, have a strong impact on educational systems in general and on the paradigm of pedagogical education in particular. The ability of educational ecosystems to anticipate possible changes, respond to them in a timely manner, and, ideally, to make these changes manageable, seems to be relevant. Materials and methods. Content analysis of pedagogical literature, source study method, comparative description, binary analysis, linguistic analysis. Results. The analysis of socio-cultural and educational tendencies, as well as the university trends and the actual trends in pedagogical education, let the authors conclude that pedagogical education faces an institutional crisis. Discussion. The post-critical phase of development of the pedagogical university’s institutional identity is represented by a stage of formation and implementation of a new institutional model of pedagogical education – Open Pedagogical Education of the Future (OPEF). The open transregional project-based educational institution trains personnel for constructing a knowledge economy; it is an innovational basic centre for improving pedagogues’ professional mastery, as well as a resource centre for advanced educational projects providing systemic training of innovation agents. Conclusion. The open pedagogical education of the future should become a basis for creating a new manageable educational and pedagogical reality which, in turn, will become a foundation of the new pedagogy.

The article is devoted to the problem of organizing in-service supervision of a beginning teacher in educational environment. The conceptual and practical ways of designing the model of in-service supervision of a young teacher are analyzed in the article. In-service supervision is defined as a purposeful complex process involving the cooperation of teachers-mentors with a young specialist in order to ensure successful entry into the profession, effective teaching, adaptation to the professional environment and overcoming crises and barriers arising in the process of teaching. The model of in-service supervision is based on a convention generation approach. A set of complementary principles of organizing in-service supervision is described. The model of in-service supervision is founded on the institution of double mentoring: a mentor from teachers’ education university staff and a mentor from school supervise a beginning teacher. The in-service supervision is based on mentoring technology. The authors describe the developed website for online in-service supervision, allowing timely, prompt interaction with a young teacher. The article analyzes the system of criteria for choosing a mentor as well as the system of professional and personal qualities of a mentor.