The article considers problem of educational individualization within the system of professional training of futureteachers in a higher educational institution. Relevance of the problem is determined by the fact that psychological mechanisms of futurepedagogues' professional individualization formation during their studies in a higher educational institution have not been sufficiently developedin psychological and educational theory. In this regard, the present article focuses on description oftheprofessional Self-Concept of the studentsfuture pedagoguesviewed as a psychological mechanism of formation of a student's professional individuality during the study in a higher educational institution. Stages and methods of the students'professional individualization development are determined. Results and analysis of the researches of the investigated problem are provided. The article material is of great practical value for lecturers of humanitarian, in particular, pedagogical universities. Based on the activity approach, criteria are identified and professional actions of future primary schoolteachers and social pedagogues are determined.

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The effectiveness of the practical implementation of the competency model in the system of higher education largely depends on the selection of methods that ensure that participants (educators, students) are informed about the results of the process of forming competencies. This implies both the selection of assessment criteria and the selection of diagnostic methods for the formation of competencies. The article presents the developed system of criteria and a set of educational and diagnostic tasks in the process of training future primary school teachers in the formation of their parenting competencies. The purpose of the study is to identify the diagnostic capabilities of educational tasks in the formation of parenting competencies among students (future primary school teachers) as part of the educational course "Educational Systems and Methods of Educational Work with Younger Students." The developed criteria and tasks can be used by university teachers to diagnose and evaluate the parenting competencies of students. Testing results of the educational and diagnostic complex are presented.