The study of foreign competence at the present stage of the higher education development becomes more relevant. The article emphasizes the organizational-pedagogical conditions, providing the formation of foreign competence in students with the features of linguistic giftedness. The way to reveal the students, who have the features of linguistic giftedness, is presented. Experimental teaching showed the increased level of independent behavior in the process of foreign language study; the work in small groups on solution of linguistic tasks to the fullest extent actualizes potential linguistic abilities of students; the satisfaction with the learning process of subject "Foreign Language" has also increased.

The article examines the features of the transformation of the role of a teacher in higher education in connection with the digitalization of education in the period before the pandemic, and during the transition of the university to a forced remote mode under the conditions of the pandemic. The assessment of the effectiveness of distance learning from the point of view of students and teachers is given. The purpose of the article is to determine expectations, the degree and nature of the influence of the teacher's personality on the effectiveness of educational process in general and distance learning in particular. Researching the effectiveness of higher education in the digital age and assessing the impact on teacher effectiveness involves the use of a number of scientific principles and research methods, theoretical and empirical. To achieve the goal, the scientific works of leading foreign and Russian scientists on the problems of digitalization of education, dehumanization of education, transformation of the role of the teacher have been analyzed, and our own research has been carried out on the basis of the Moscow Polytechnic University in the form of a survey. An assessment of the emotional consequences of isolation is given. The analysis of the effectiveness of distance learning, from the point of view of higher education teachers and students has been carried out. The expectations of students and the change in the role of a teacher of higher education as a result of expansion of functional responsibilities under the circumstances of distance learning are described. Long before the coronavirus pandemic, digitalization had been a trend in the education system. A year of distance learning has revolutionized higher education. The role of a teacher in higher education has been transformed with a significant expansion of functions and a rapid increase in the level of competencies.

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Интегрированное образовательное пространство вуза и школы как основа практико-ориентированной подготовки будущих учителей * Виноградов Владислав Львович, кандидат педагогических наук, профессор, заведующий кафедрой педагогики, Елабужский институт ФГАОУ ВО «Казанский федеральный университет», Елабуга, Рос-сия, e-mail: vinogradov.ksu@yandex.ru ** Панфилов Алексей Николаевич, кандидат педагогических наук, доцент, декан факультета психо-логии и педагогики, Елабужский институт ФГАОУ ВО «Казанский федеральный университет», Ела-буга, Россия, e-mail: panfiloval@mail.ru *** Панфилова Валентина Михайловна, старший преподаватель кафедры иностранных языков, Елабужский институт ФГАОУ ВО «Казанский федеральный университет», Елабуга, Россия, e-mail: v.panfilova2010@yandex.ru **** Рахманова Алсу Рамилевна., кандидат педагогических наук, старший преподаватель кафедры педагогики, Елабужский институт ФГАОУ ВО «Казанский федеральный университет», Елабуга, Рос-сия, e-mail: rahmanovaar@mail.ru Обсуждается проблема модернизации подготовки педагогических кадров в кон-тексте требований Профессионального стандарта педагога. Рассматривается один из важнейших механизмов решения практико-ориентированного обучения педагогов -организация сетевого взаимодействия вуза и школы. Предлагается Психологическая наука и образование Psychological Science and Education 2015. Т. 20. № 5. C. 36-46 2015, vol. 20, no. 5, pp. 36-46 doi: 10.17759/pse.2015200513 doi: 10.17759/pse.2015200513 ISSN: 1814-2052 ISSN: 1814-2052 ISSN: 2311 I SSN: 2311-7273 (online) © 2015 ГБОУ ВПО МГППУ © 2015 Moscow State University of Psychology & Education 143Vinogradov V. L., Panfilov A. N., Panfilova V. M., Rakhmanova A. R . Integrated Educational Environment of the University and the School as a Basis for Practice Oriented Teachers TrainingPsychological Science and Education, 2015, vol. 20, no. 5 Характеризуя современный этап развития пе-дагогического образования, отмечается, что «главная цель предстоящих изменений за-ключается в том, чтобы будущие педагоги, заканчивая педагогические вузы, были под-готовлены к работе как теоретически, так и практически. Для ее реализации предстоит разработать и апробировать новые образова-тельные модули -сформировать ядро совре-менных программ педагогического образова-ния на уровне бакалавриата и магистратуры» [5]. Практически те же задачи ставит и «Ком-плексная программа повышения профессио-нального уровня педагогических работников общеобразовательных организаций», отно-ся к основным проблемам в этой сфере: не-соответствие требованиям профессиональ-ного стандарта у значительного числа педа-гогов; наличие разрыва между содержанием, технологиями и образовательными результа-тами основных профессиональных образова-тельных программ подготовки будущих педа-гогов [4]. Одним из важнейших механизмов усиле-ния практической ориентированности подго-товки будущих учителей выступает органи-зация сетевого взаимодействия вуза и шко-лы, принципиально отличающегося от тра-диционных отношений учреждений высше-го и общего среднего образования взаим-ной ...

The article deals with the problem of forming the ability of a student teacher to foresee and shape his or her pedagogical career, providing not only short-term goals, but also a foresight in pedagogical activity. The relevance of the research is caused by the fact that it is necessary to form new teacher competencies demanded by educational transformations, which leads to a change in the content of the subject, psychological, educational and methodological training of future teachers. The novelty of the research is seen in the fact that the wording of new teacher competence is proposed: foresight competency as an integrative multi-level personality-professional education, which determines the students' ability and readiness to predict their professional future as a research-reflexive activity to transform their own professional activities. The purpose of the article is to present a structurally functional model of the development of prospective teachers' foresight competence and the results of the experimental work. The experimental work on the deployment of a foresight competency model in the process of studying modules of the educational program (basic and variable), on modeling the subject and social content of future professional activity is described. It is proved that by means of adequate pedagogical technology in educational modules the development from competencies provided by the basic professional educational program to professionally focused meta-competence, foresight competence, is achieved.