Introduction.In the modern world, volunteering is one of the most effective ways for successful social development and improvement of the quality of human life. By the Decree of the President of Russia Vladimir Putin, the year of 2018 has been declared the Year of Volunteer in the Russian Federation. Voluntary activity has a positive impact not only on people who are provided with help but also on volunteers. Volunteering is beneficial for the formation and strengthening of moral position and citizenship, development of philanthropy, responsiveness, sense of justice, leadership skills. Besides, youth volunteering abroad has long been used as an important element of preparation to perform professional duties. Participating in the professionally focused volunteering, the student has an opportunity to gain professional experience, to check the correctness of own professional self-determination and career aptitude. Similar volunteer service is especially relevant for representatives of the “caring” professions – teachers, social workers, psychologists and doctors, i.e. people who have to be a priori ready for pro-social activity and have such qualities as goodwill, communicability and conscientiousness.The aimof the paper is to study the dynamics of the psychological characteristics of future health-care professionals regularly participating in professionally-oriented volunteer activities.Methodology and research methods.The research is based on competency-based and activity approaches to education. Also, research methodology involves the key provisions of the concept of a humanization of the pedagogical process of the higher education institution, and the basic principles of volunteers’ activity declared in documents of the “United Nations Volunteers” (UNV) programme. The survey among students was the main method of information collection. Psycho-diagnostic tools involved: the assessment technique for communicative and organizing tendencies of an individual (V. V. Sinyavsky, V. A. Fedoroshin); the questionnaire for assessing the development level of empathic tendencies (A. Megrabyan, N. Epstein); the methodology for studying of valuable orientations of the individual (M. Rokich); the questionnaire “Motivation of Assistance” (S. K. Nartov-Bochaver). To objectify the data obtained, the Mann–Whitney U Test statistical technique was applied to reveal a difference in values of the parameter between small selections.Results and scientific novelty.The volunteer team was organized at the Department of Psychology of Health and Correctional Psychology of the Kursk State Medical University. This team is engaged in volunteering at the boarding school for children with disabilities. The authors came to the conclusion that the real directions of quasi-professional voluntary student unionism substantially correspond to the abilities and skills required of future health professionals. The authors analyzed the two-year dynamics of changes in students’ psychological characteristics and professional competencies under the influence of their constant involvement in the volunteer movement. The key personality traits of an experienced student volunteer were designated: orientation towards humanistic values; motivation and readiness of providing assistance to needy people; well-developed communicative abilities and empathy. It has been established empirically that the level of development of these professionally important qualities among the student volunteers is initially above, compared with fellow students who were not involved in volunteering. Also, the level mentioned above continues to evolve actively due to the performance of the professionally focused and socially important volunteer mission.Practical significance. Results of the undertaken research prove convincingly that inclusion in the pedagogical process of higher education institution of professional volunteering as one of the priority activities contributes to the spiritual-moral education of students, the formation of professional and general humanistic outlook. In addition, student volunteering allows future graduates to find the necessary experience in the chosen field of employment.

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In accordance with the professional standard “Teacher-psychologist (psychologist in the sphere of educational)”, one of the priority working areas for specialists is the provision of psychological and pedagogical assistance to persons with special educational needs (limited health disabilities / generalized labor function B). Each teacher-psychologist faces the task of effectively organizing a system of correctional and developmental classes with pupils and students with special needs. To solve it, a team of psychologists from four educational organizations in Moscow (Secondary School named after Artyom Borovik, Secondary School No. 1357 “On Bratislavskaya”, Secondary School No. 1547, Maryinsky Secondary School No. 1566 in memory of the Heroes of the Battle of Stalingrad) and the specialists of the City Psychological and Pedagogical Center of the Department of Education and Science of Moscow have developed the so-called “Work Programs Constructor” technology (hereinafter referred to as the Constructor). This article discusses structural features of the Constructor, which allow the specialist to take into account the full range of correctional and developmental assistance for children with disabilities when developing the program, taking into account their special educational needs and age. The issue of ensuring the continuity of work programs at different age stages in the implementation of each direction of correctional and developmental work is touched upon. When analyzing the substantive aspects of the Constructor, special attention is paid to the consideration of the age development norms as guidelines for the organization of correctional development work and indicators of its effectiveness. The article reveals how this technology provides a unified approach to helping children with special educational needs.

In order to develop scientifi c mechanisms for improving the quality of education based on the organization of professional interaction of school teachers at the workplace, a comprehensive study of the current state, forms and trends of professional interaction of teachers at the workplace was carried out, as well as a comprehensive analysis of best Russian and foreign experience in the fi eld of professional interaction of teachers’ place, the activities of teams of teachers. Based on the results of the analysis, conclusions were drawn on the relevance of the development of professional interaction practices of teachers and models of organizing teams of school teachers.

АннотацияВ настоящее время академическая среда в современной России трансформируется, процесс трансформации касается как ее организационно-статусного уровня, так и функционально содержательного. Происходит расширение компетенций, включение административно-сервисных составляющих. В связи с преобразованиями в жизни общества в целом, и реформирования системы образования, в частности, возникает объективная необходимость применения новых более действенных методов повышения успешности деятельности преподавателей высшей школы, занимающиеся административной деятельностью, которая в свою очередь напрямую зависит от удовлетворенности профессиональной деятельностью. В статье представлены результаты эмпирического исследования, целью явилось выявление наличия влияния успешности на удовлетворенности профессиональной деятельностью преподавателей высшей школы, занимающихся административной деятельностью. У преподавателей высшей школы, занимающихся административной деятельностью профессиональная деятельность ориентирована на результат (ориентация на карьеру, признание, славу), свой личный успех они оценивают лишь через внешнее признание. С помощью регрессионного анализа выявлена высокая степень вероятности влияния «Самоэффективности» на шкалу «Возможность достичь социального признания, уважения».Ключевые слова: удовлетворенность профессиональной деятельностью, успешность, преподаватель высшей школы, административная деятельность. ВведениеОчевидность современного момента реформирования системы образования состоит в том, что академическая среда в современной России трансформируется, и процесс трансформации касается как ее организационно-статусного уровня, так и функционально-содержательного.Педагогическое образование определяет уровень и качество подготовки кадров для всех сфер функционирования общества и государства в целом. В функционале преподавателей вузов появились социально-педагогические, воспитательные, культурно просветительские, профилактические, административно-сервисные задачи.Сегодня академическая среда представляет собой совокупность научно педагогических сотрудников, исследователей и преподавателей, а также условий их социально-профессионального функционирования и включает в себя два сегмента: молодые специалисты-не кандидаты и кандидаты наук, и научно-педагогические сотрудники, имеющие академический опыт. Наблюдается «снижение значимости роли преподавателя как транслятора научных знаний при возрастании роли -эксперта и консультанта, помогающего студенту ориентироваться в мире научной информации» [Никишина, Кузнецова, 2014, 155].