The article is devoted to the problem of introducing a tutor support model for students in the higher education system. The article raises the issue of readiness of pedagogues of school subject in higher education to master the position of a tutor. What underlies the research problem, is the contradiction between the lack of trained personnel – tutors, higher school pedagogues who would not be willing to formally fulfill this role, but to approach it consciously and being truly included into it, on the one hand, and the growing demand for them in higher education, on the other. The article describes an experimental event on teaching tutoring in the short-term project activities of student groups participating in the educational leap "Jump to the Future". In this experiment, the area of responsibility of the tutors was to create conditions for the emergence of an educational result among the participants of the project intensive and to build the trajectory of their individual and group development. The article describes both objective and subjective (semantic) criteria for assessing the success of tutors. The authors focus on the main indicator of the formation of competences of tutors – an effective solution to problem situations. The article summarises and analyses the results of a survey of the team of tutors of the project "Jump to the Future 2019", conducted at the end of the experiment.

The article defines the importance of communicative activity in the pedagogic process and examines the process of forming the communicative culture of the future pedagogue as the basis of “subject-subject” interaction. The definition of the concept of psychological readiness for the implementation of pedagogic activity is given, including three areas of actualization – motivational, cognitive and activity. The study was conducted on a sample of students of the group “Foreign languages”, “Russian language and literature” (50 people) of Kostroma State University within the framework of the discipline "School of a professional counselor". It is established that the bachelors who have completed their internship, are aimed at acquiring knowledge necessary for the implementation of professional pedagogic activities. Summer teaching practice has become a powerful resource for the development of students' communicative culture – the motivation for communicating with children has increased, the ability to plan and rebuild communication programmes, organise activities, exercise communication control, show creativity in communication, analyse its results, and see their own mistakes have been formed.

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On May 17-21, 2021 at the Christian boarding school in Darmstadt (the Federal Republic of Germany), the International Week “Creating Spaces... Inclusive Societies and Individual (In)Visibility” was held, which is described in this article. The focus of the international week included the trajectories of the life of a modern subject in the face of the challenges of our time.

The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's degree programs in the areas of training 44.03.01 "Pedagogical education" and 44.03.05 "Pedagogical education (with two training profiles)".