Introduction. The need to implement the Global action plan 2030 in the sphere of education, as well as the preparation of a new UNESCO’s Futures of Education global initiative (until 2050), have brought the problems of professiogenesis of university teachers to the forefront. The radical transformation of educational activity conditions imposes radically new requirements for professional and pedagogical self-development and professiogenesis in general. The aim of the study is to identify the specific features of educational environment of a pedagogical university and its impact on pedagogue’s professiogenesis. Materials and methods. The survey participants were represented by faculty members (68 persons) as well as the students of Moscow Pedagogical State University (72 persons). The questioning was carried out remotely with the use of Google Forms. The descriptive method (descriptive approach) was used, which is based on analytical descriptive methodology and, as applied to pedagogical research, provides information of evidently explanatory, though not prescriptive, nature. Results. It was found out that the students disapproved (76%) of the practice of simplifying the learning process at the university. Such attitudes of students towards the level of complexity of educational activities can be considered as one of the criteria of educational environment at a pedagogical university. The students consider the ability to comprehend and appreciate every student (92%) and to build trusting relations with students not only in the classroom, but also in social networks (76%) as important professional qualities of a teacher. Such parameters can be treated as a kind of humanitarian competence since they reflect the humanism of the educational environment and are an important characteristic of it, according to the students. Conclusion. A certain shift of activity towards the learners is observed in the structure of modern subject-to-subject communication. This is expressed in the need to take the students’ demand for high-quality education into account, since the functional characteristics of professiogenesis at a pedagogical university include not only the content of professiogenesis as a process of teacher’s self-development, but also the needs of learners (future educators).

В статье определены и проанализированы основные элементы правовой культуры общества, а также ее роль в развитии общества и правового государства. Авторами сделан вывод о том, что степень правовой культуры всегда обусловлена согласованностью ее элементов (правовые взгляды, уровень совершенства законодательства, качество правоприменительной деятельности, стабильность правопорядка, уровень правового воспитания).

Introduction. In accordance with the Incheon Declaration adopted at the World Education Forum in May 2015, UNESCO was tasked with guiding and coordinating the implementation of the Education 2030 Agenda. An important factor determining the success of solving the tasks set (ensuring inclusive and equitable quality education and encouraging lifelong learning opportunities for all) is the factor of the dynamics of the educational environment, which is intensively transformed and modernized in the conditions of digitalization of the entire educational space, while having a significant impact on the possibilities of professional self-realization of teachers of educational institutions. The purpose of the study is to determine the structure of the modalities of professional self-realization of a teacher, taking into account their semantic meaning in the conditions of an online communication educational environment. Materials and methods. The study was carried out with the participation of 76 teachers of pedagogical universities in Moscow. The method of psychodiagnostics of the level of partial readiness of the examined persons for professional selfdevelopment was used. This method is designed to determine the main components of self-development in relation to specific conditions of professional activity. The survey was conducted remotely using Google Forms, generalization and systematization of the data obtained. The methods of statistical data processing were used: percentage calculations, the criterion of reliability of the differences of the t-Student. The results of the study. Teachers consider unavailability to work in an online environment (45%) and insufficient information and communication technology skills (60%) as perceived barriers to self-realization. To overcome such obstacles, the majority of the surveyed consider it necessary to form motivational (90%) and operational (84%) readiness, that is, the development of practical skills through information and communication technologies and the development of cognitive competence in general (76%). The motivational component of the potential for professional self-development is significantly higher in the older age group, which indicates the greater importance of additional motivation for these individuals when working in an online communication educational environment. In the younger age group, this indicator is also quite high and characterizes the average level of development of professional self-development potential, but the differences between both groups are significant. Conclusion. Self-realization of the potential of a teacher of a pedagogical university in an online communication educational environment depends on his individual motives for self-development. But the age of the teacher, his teaching experience and professional experience are of fundamental importance and quite specific meaning for assessing the possibilities of his self-development in such conditions of the educational environment. Keywords: educational environment, professional self-development, self-actualization, the potential of professional selfdevelopment, professional self-realization of the teacher, the modalities of self-realization of the teacher, the semantics of the modalities of self-realization