Introduction. An important place in the process of professional pedagogical education is occupied by the development of social abilities of students – future teachers. The relevance of the article is determined by the significant influence of the subject’s social abilities on the effectiveness of pedagogical activity. The purpose of the article is to establish the dynamics and content specifics of the development of social abilities of students under the influence of the process of learning at universities a nd the motivation of educational activity. Materials and Methods. Testing students of the Pedagogical University, enrolled in the academic track “Primary Education”. The total sample size is 104 people, including 1st year students – 24 people, 2nd courses – 21 people, 3rd courses – 31 people, 4th courses – 28 people. The following methods were used as diagnostic methods: methods for studying the properties of attention – “Red-black table”, “Confused lines”; for the study of social abilities, the “Test of Social Intelligence” was used by J. Guildford, M. Sullivan; to study the motivation of educational activity – a methods for studying the motivation of learning at a university by T. I. Ilyina, a methods for diagnosing educational motivation of students by A. A. Rean, V. A. Yakunin. The results of the empirical study were processed using the methods of primary descriptive statistics, the non-parametric comparison criterion Mann-Whitney U test, the rank correlation coefficient r-Spearman’s, and regression analysis; in order to analyze the characteristics of the psychological structure of social abilities, structural analysis methods were used. Results. The results obtained in the study expanded the understanding of the psychological factors in the development of social abilities of students – future teachers in the process of professional teacher education. As a result of the study, the main trends in the development of the individual’s abilities in the process of learning were identified, their role in the development of social abilities of students, the specificity of the relationship between the motivation of educational activity and social intelligence was established, the role of pedagogical practice in the development of social abilities of students was shown. The process of development of social abilities during training at a university can be divided into two stages. During the first stage (1–3 year), there is a restructuring of the psychological system of social abilities formed at the stage of school education, accompanied by an increase in the contradiction between the student’s perceptions and expectations of the content of training at the university and the existing level of development of social abilities. Under the influence of the inclusion of a student in the 4th year of study in active pedagogical practice (the second stage), the motivational sphere of educational activity is harmonized, leading to a qualitative increase in social intelligence and the development of the psychological structure of social abilities. Discussion and Conclusion. The results presented in the article will be useful to teachers of secondary and higher pedagogical educational institutions, employees of psychological services in order to increase the effectiveness of the formation of pedagogical abilities of students, accompanying the processes of adaptation of students to study at the university, overcoming the destructive trends of educational and professional development.

Introduction. The paper represents the analysis of the ability to teach within the context of the study of the phenomenon of giftedness and psychological structure of a teacher’s professional activities. The objective of the paper is to analyze key areas of the development of the concept of teacher giftedness. This approach allows to describe the basic qualities of the efficient pedagogical activity at the stage of training teachers at higher school. Materials and Methods. Description of key areas of the concept of pedagogical giftedness is based on the ability theory, proposed by V. D. Shadrikov. At the same time, modeling processes of goal-oriented development of pedagogical giftedness is based on a set of modern research psychological methods of structuralfunctional analysis allowing for prediction of properties of the pedagogical system of a teacher, which has such characteristics as varying degrees of success. Organizational methods (first of all, comparative) open up possibilities for assessing the effectiveness of giftedness-in-training development at different stages of teacher training – pre-university, undergraduate and post-graduate. The choice of empirical methods is substantiated by the results of theoretically modeling the structure and ways of development of pedagogical giftedness at the stage of professional self-determination at school, under conditions of educational and independent professional activity. Out of interpretative methods, the most significant (in the context of planned results) are genetic, structural and functional methods . Results. Based on the analysis of the theory of abilities, taking into account the progress in the activitybased approach, a new understanding of the object of psychological sciences as the inner personal world, the methodological validity of the concept of goal-oriented development of pedagogical gift under conditions of teacher training is substantiated. The results obtained make it possible to get a fresh look at the problem of the teacher’s professionally valuable qualities and translate its solution from analytical to systemic research methodology. In the concept proposed by the authors first time ever, the phenomenon of giftedness is considered within the context of its formation in teacher college student, while the subject of the bulk of contemporary research is the object of pedagogical influence. Discussion and Conclusion. The practical application of the study results can significantly modernize the process of teacher training in pedagogical colleges and universities. They will be useful for the teaching staff of pedagogical universities, secondary vocational education institutions, and departments of continuing education.

Проблема и цель. В статье рассматривается проблема развития способностей студентов в системе непрерывного педагогического образования. Целью статьи является сравнительный анализ психологического содержания и развития рефлексивных способностей студентовбудущих педагогов в условиях среднего профессионального и высшего педагогического образования. Методология. Исследование и сравнительно-психологический анализ развития рефлексивных способностей осуществлялись с использованием эмпирических методов психологического исследования (тестирование, самонаблюдение); обработка результатов эмпирического исследования производилась методами количественного и качественного анализа данных. Общий объем выборки составил 155 человек, в том числе 69 студентов педагогического колледжа (специальность «Преподавание в начальных классах»), 86 студентов педагогического университета (профиль «Начальное образование»). Результаты. В ходе исследования установлено, что в развитии рефлексивных способностей студентов педагогического колледжа и педагогического вуза существуют вполне определенные количественные и качественные различия. Парциальный характер развития отдельных аспектов рефлексии деятельности, включение студентов в интенсивную и длительную педагогическую практику определяют специфические особенности отношения студентов колледжа и вуза к себе как будущим педагогам. В результате анализа и обобщения данных эмпирического исследования утверждается, что особую роль в росте и снижении самооценки студентами своих педагогических способностей играет осознание и понимание мотивов и целей реализуемой ими учебно-профессиональной деятельности. Заключение. Значимыми условиями повышения эффективности функционирования высшего педагогического образования (в том числе повышение числа трудоустраивающихся выпускников в педагогическую профессию, рост ее привлекательности и пр.) являются работа по направленному повышению самооценочных представлений студентов о своих педагогических способностях и возможностях, обучение студентов вузов оптимальным способам рефлексии Исследование выполнено в рамках проекта Российского научного фонда, проект 18-18-00157 Мазилов Владимир Александровичдоктор психологических наук, профессор, заведующий, кафедра общей и социальной психологи, Ярославский государственный педагогический университет им. К. Д. Ушинского.

Исследование педагогических способностей и стратегии формирования педагогической одаренности Исследование выполнено при финансовой поддержке гранта Российского научного фонда (проект № 18-18-00157) Для цитирования: Мазилов В. А. Исследование педагогических способностей и стратегии формирования педагогической одаренности // Ярославский педагогический вестник. 2020. № 4 (115). С. 96-106.

The Psychology as Science Scale (Friedrich, 1996) was administered to 525 psychology students from nine Russian universities to assess their beliefs about the nature of the discipline. About half of students (49.6%) generally agreed that psychology may be called a scientific discipline. Specifically, 71. 5% of the students agreed that psychology is a natural science, similar to biology, chemistry, and physics, 39. 9% of students agreed that psychological research is important and training in psychological methodology is necessary, and 43.1% of students agreed that human behavior is highly predictable. Students who took three methodology courses shared significantly stronger beliefs in the need for psychological research and the importance of training in methodology compared to students who did not take any methodology courses. Furthermore, students with a specialist degree had significantly stronger beliefs that psychology is a science compared to students who have just finished school. In terms of the effect of students’ career aspirations, students who wanted to be academic psychologists and clinicians had significantly stronger beliefs that psychology is a science compared to students who did not have clarity about their future careers. Regardless of the study limitations, these findings have potential implications for Russian psychology instructors.