The construction of the zone of proximal development (ZPD) in the context of teaching activity is discussed in the paper.ZPD is compared and contrasted with the concept of scaffolding as introduced by Jerome Bruner. In the context of its potential for operationalisation in the form of teacher activities, the author examines key ZPD content given by Lev Vygotsky in terms of the complex interaction of spontaneous (everyday) concepts formed prior to the beginning of school education with scientific (theoretical) concepts formed during schooling. Vygotsky’s main idea about the leading role of scientific concepts in the restructuring of previously formed spontaneous concepts, as well as in the development of the child’s holistic thinking, leads to the conclusion that it is possible also to directly influence the spontaneous formation concepts change through the organisation of collectively distributed forms of educational activity and in a polylogue based the Socratic method. The leading psychological processes, which ensure the development of spontaneous concepts through their greater generalisation and awareness, comprise the processes of exteriorisation of spontaneous concepts, reflection and subsequent interiorisation of a collectively constructed concept. Therefore, the activities of teaching in constructing a ZPD include providing conditions for the distribution of individual operations in the course of a joint learning action and facilitating a polylogue to ensure the effective functioning of these psychological processes in the course of specifically organised learning activities.

The article discusses the problem of modernization of teachers’ training programs in the context of bringing them into line with the requirements of the professional standard of the teacher. The author distinguishes two basic tasks of professionalization of pedagogical programs aimed at achieving this goal: to strengthen the practical training of future teachers on the basis of the networking of educational institutions of general and higher education (school and university partnership), and to develop research competencies of future teachers, providing them the opportunity to carry out professional development (restructuring of their professional actions) on the basis of a mini-research embedded in professional practice and reflection of their bases. The author substantiates the basic positions of the activity approach in preparing teachers and shows the place of this approach in the context of modern practitioner-researcher and reflective teacher approaches. The article defines the basic requirements for the development of vocational education teachers’ training programs developed by the author on the basis of the activity approach in the context of tasks and professionalization of such programs, in accordance with the requirements of the professional standard of the teacher.

The paper focuses on blended learning which is now quite common both in basic and in higher education and which is usually defined as a combination of e-learning and face-to-face instruction. The author explores the main models of blended learning in basic education (K-12), evaluates their benefits and limitations, and reflects on the changes in the current model of teaching activity and standards for teachers. The paper also presents a review of modern studies on the effectiveness of blended learning as compared to distance learning and traditional in-class education. As it is revealed, the role of blended learning is that of a ‘hybrid’ educational innovation which interlocks the past and the future in education.

Выделены основные направления работы по обеспечению доступности ка-чественного высшего образования для лиц с инвалидностью. Раскрыты спе-циальные образовательные условия, необходимые для обучения и сопро-вождения студентов с инвалидностью, предполагающие в том числе: раз-работку и реализацию программ профессиональной ориентации, адаптиро-ванных образовательных программ, программ социально-психологического сопровождения студентов, программ содействия трудоустройству и постди-пломного сопровождения. Утверждается, что механизмы адаптации обра-зовательных программ предполагают не только формирование единых тре-бований к приспособлению образовательного процесса к обучению лиц с инвалидностью с учетом особенности нозологии, но и разработку единых подходов и требований к обеспечению специальных условий для органи-зации обучения лиц с инвалидностью. Подчеркивается необходимость ком-плекса условий: физическая (архитектурная), информационная, учебно-методическая доступность услуг для студентов различных нозологиче-ских групп, наличие у персонала образовательной организации специаль-ных компетенций по работе с лицами с инвалидностью различных нозоло-гических групп. Особенное внимание уделяется актуальности разработки и внедрения эффективной модели трансляции передового опыта ряда вузов, Марголис А. А., Рубцов В. В., Серебрянникова О. А. Концепция проекта развития каче-ства и доступности высшего образования для лиц с инвалидностью в Российской Феде-рации // Психологическая наука и образование.

The paper presents a concept of the adaptive trainer intended for adaptive learning and providing task selection with the aid of parametric probabilistic models. The approach in question is an alternative to the adaptive technologies based on the Item Response Theory. Possibility to take into account both temporal dynamics of 2370 L.S. Kuravsky et al. solution ability and time spent for carrying out the tasks as well as smaller number of operations that must be completed by a subject to provide estimates with the given accuracy are among the features of diagnostic methods in use.