No abstract

The paper systematizes approaches to the study of the higher school teacher's work, presents the results of the analysis of the psychological component of his professional self-effectiveness in the space of modern innovations. The content of the article reveals the features of the teacher as a subject of professional activity in the educational environment of the University. The article describes the psychological determinants of success of teacher in terms of resources and risks of modern innovation space, presented mechanisms of development and manifestations of occupational success factors, conditions, strategies and professional development of the teacher of the future, reflecting the current format of supporting the development of the subject training. The article describes the phenomenological and instrumental components of success, factors and conditions for the formation of successful professional behavior, as well as forms and ways of representing success in interaction with students. The article shows the psychological function of competence and reference in the professional activity of a higher school teacher, the role of sociogenic needs of a teacher in self-development, personalization, self-actualization and self-realization in interaction with students. Features of interpretation of the personality image of the future teacher from the point of view of modern students are presented.

The article considers the problem of the psychological safety development of students in the modern multicultural educational space of the university. It is shown that psychological safety is an important determining factor of the successful socialization for young people. The paper focuses on the idea that the need to create and implement in practice higher education a productive model of multicultural interaction and mutual influence among students as the most dynamic group of contemporary social activity is being actualized.Within the multicultural space of the university, as a socio-psychological, educational and vocational environment, there is an exchange of products of design, club, volunteer and research activities, experience of entering into various social communities, information, translation of professional competencies is carried out, updated and a complex of sociogenic needs is being met, settings and standards are being formed, moral standards governing the relationship of education subjects, representatives of different ethnic groups.

The article describes the content of professional meanings as a resource for teacher development in the space of modern innovations. The content of the article reveals the features of the projection of professional meanings in the activity of a teacher, the influence of semantic formations on the professional development of a modern teacher. The paper describes the subjective determinants of the formation of meanings and values adequate to the teacher's mission in the context of resources and risks of the modern innovation space. The author describes the teacher as a carrier and translator of professional and personal orientations and semantic models of relationship with the world. The article describes the psychological functions of professional meanings in the activity and promotion of a teacher in the profession. Systematized criteria for the development of professional meanings of the teacher as a resource for its development in the space of modern innovations. The results of an empirical study of teachers ' ideas about the meanings of professional activity and their projections of semantic formations in real practice are presented.

The article shows the importance of human capital development in the field of management for the effective solution of the problems of modernization of modern education. This article is aimed at identifying specific resources and risks that are reflected in the process of professional development of the Manager today. For the successful activity of the Manager in the field of education, it is important to update his motivation for growth and competence, complex reflection of clusters of individual risks and resources, focus on continuous self-development. The article studies and describes the content characteristics of managers ' ideas about psychological factors that can facilitate or block professional and personal growth. The attention is focused on the role of the education Manager in ensuring effective activity, the level of subjective control, which reflects the degree of internality, autonomy and responsibility for management decisions and the nature of professional activity. It is emphasized that the role of subjective control of the Manager increases in the context of risks of modernization of the modern educational system. Levels of acceptance of information on own resources and risks as bases of modeling of further development are revealed.