Introduction. The vector of development of the education system, the choice of its contents, quality and results of training, style and spirit of the relationship of its participants, degree of their informative activity, intellectual and cultural growth are firstly caused by valuable attitudes of participants of the educational process. A teacher is a bearer of values. One of the main functions of the teacher is the education of the younger generation, the introduction of the person to moral ethics and universal values. In this regard, training of future teachers has to include the purposeful formation of the system of the internal, emotionally experienced values which will help them to cope with the complex of socio-cultural problems in the future professional activity.The aim of the paper is to present the research findings on the conceptual model of the dialogue space of education as the basis for the development of the future teacher axiosphere which corresponds to current ideological, social, economic, technological and other progressive civilization trends.Methodology and research methods. In the course of the research, fundamental ideas of the following scientific approaches were applied: humanistic approach – free and creative development of an individual; dialogical approach – pluralism of opinions and a variety of positions of subjects of education; axiological approach – attitude of the individual to the world around him/her, to other people and to himself / herself; activity approach – specific activity of the individual, aimed at appropriation of social experience by the person, change of the surrounding world and selfhood. To design and organize the model of the dialogue space, the methods of analysis, synthesis and generalization of the theory and practice were used.Results and scientific novelty. The authors presented the strategic guidelines of the interactive environment education: the development of social cooperation, using the pedagogical peaceful potential, the development of interpersonal and intergroup relations, organizing children spiritual and moral education as a national priority. The teacher value system was revealed empirically and described. It was found out that a modern teacher should responsibly perform the professional duties of a mentor, tutor and facilitator of the educational process. The authors clarified the concept of “axiological sphere” of the teacher. The teacher axiological sphere is considered as a complex of personal, professional-pedagogical and socio-cultural values. These values have separable functions. Firstly, they determine the content and nature of the educational activity. Secondly, they regulate the interaction of the participants of the educational activity. Thirdly, they stimulate personal self-expression of the members of that activity. Fourthly, they directly influence the efficiency and effectiveness of education.The conceptual model of dialogue space of education as a formation zone for the teacher’s axiosphere was designed on the basis of the theoretic-methodological, philosophical, psychological and pedagogical concepts of the leading scholars’ writings. The resources of this space were identified; its structural components were presented and proved. The implementation of the components mentioned above can create a special context for the humanitarian training of a future teacher; will give an opportunity of interactive development of students’ common cultural, communicative and special competencies; will increase students’ motivation to pedagogical activity, the search of new ideas for training, innovations and professional self-education. The authors demonstrated the value orientations typology and tactics of their acquisition by students at the dialogue level.Practical significance. The presented materials can be used in practice of the higher pedagogical education to improve the quality of graduates’ training through enrichment of their personality axiological sphere. The model for the formation of the future teachers’ value system in dialogue educational space will allow providing conditions for individualization of routes of their training taking into account different approaches to the organization of activity of education participants and features of their self-development.

Introduction. The modern education system has undergone serious changes in recent years – the content of educational programmes is being revised; electronic, mixed, mobile learning is being actively introduced; the practical activities of future specialists are being strengthened. The use of computer networks, web applications, and interactive services makes education more accessible, stimulating the cognitive interests of students, increasing motivation for education. One of the most significant innovative trends in modern education is gamification, which is most often considered as a system that uses components of computer games in non-gaming situations. Aim. The current research aims to analyse the conceptual foundations of gamification in education, to determine a system of tools that can present unique opportunities for gamification, features of its promising use for turning into an innovative experience in the development of higher professional education. Methodology and research methods. The study of the problem of gamification involves the analysis of pedagogical and psychological literature of foreign and Russian authors; systematisation and generalisation of pedagogical concepts, practice-oriented materials, and facts. The gamification methodology includes systematic, personality-oriented, activity-based approaches. An attempt is made to determine the components of the gamification system and their role in the organisation of modern education. The analysis of gamification resources makes it possible to identify approaches to increase motivation and involvement of students, and, in addition, to find out ways to include elements of game design (task definition, feedback, levels, creativity), computer games in the educational environment. On the basis of a personality-oriented approach, the influence of gaming technologies on the development of student personality is considered. The activity approach makes it possible to identify the basics of the organisation and management of the activities of subjects of education, to establish the features of the use of educational technologies, practices and methodological techniques. The activity-based approach in the context of gamification determines an active, ever-increasing activity as a source of personal development of students. Results. In the course of the research, the theoretical foundations of the use of gamification in modern higher education were formulated; tools for the prospective inclusion of gaming practices in the training system were identified; mechanisms of internal and external motivation of students, regulation of the behaviour of future specialists when using game elements were identified. Scientific novelty. The concept of gamification of education is part of the concept of the game and reflects the current trends in the development of education based on the strategy and tactics of gaming activities, structured in a special way taking into account the resources of game principles, mechanics, methods and techniques. Gamified learning can become a leader in the process of training specialists using innovative practices, stimulating motivation, regulating behaviour, implementing ideas of friendly competition and creative cooperation in various educational contexts. Practical significance. In the context of determining the promising foundations for the development of modern higher education, the ideas of original technological support for personnel training are proposed. The implementation of practical measures to develop the involvement of students in the educational process, the regulation of motivation, behaviour and practical activities of students, emotional self-realisation, and the system of relationships will contribute to improving the quality of education in higher education. An important result of the study was the conclusion about the expedient combination of traditional and innovative options for conducting training sessions with students, the inclusion of a variety of gaming practices in the educational process.

Introduction. The urgency of the problem of training future teachers to implement the ideas of multicultural education consists in the need to create a new school and a new person, for whom the interiorisation of human and national heritage is a unifying beginning and a stimulus for the development of society, culture, education and personality. The implementation of the resources of dialogue educational space allows this problem to be solved. A dialogue in its various modifications acts as a pedagogical tool, by which various cultural spheres are integrated and creative activity of pupils as citizens of the multicultural world is stimulated.The aim of the present publication was to present the options for the organisation of theoretical and practical training of future teachers for effective and creative professional activity in the dialogue educational space, which operates at the level of interaction of different cultures.Methodology and research methods. In the course of the research, the scientific ideas of humanistic, cultural and dialogical approaches to modern education were used and revised. The humanistic approach is the key approach in the study, since it determines the basis of multicultural education, emphasises the central position of a personality in the interethnic dialogue. The culturological approach in education is focused on the socio-cultural processes, valuable attitudes, unique traditions and customs of diverse ethnic groups, and on the adaptation of students to the available multiethnic environment when preserving national identity. The dialogical approach combines humanistic and culturological approaches, it justifies and creates interaction between different cultures based on the principles of pluralism and tolerance.Results and scientific novelty. The article reveals the purpose of multicultural education – the versatile development of a personality on the basis of universal and national values, aimed at preserving the ethnic and cultural diversity of the peoples of Russia. The authors formulated theoretical foundations of multicultural education, in which the development of multicultural dialogue of tolerance and respect for a different way of life and mental (intellectual) values of other ethnic groups are dominant aspects. The prerequisites for the development of the humanistic potential of the teacher and student are shown in the context of modelling and implementation of ethno-cultural component of education, development of intercultural interaction and cultural experience. The principles of multicultural education are characterised: continuity, differentiation and diversity, creativity, cultural integrity, three-dimensional (stereoscopic) picture of the world, multilinguality and variability. The definition of the concept of dialogue educational space is given. Dialogue educational space is considered as specially designed environment of positive multicultural cooperation between students and teachers.Practical significance. The research materials can be used in the practice of higher pedagogical education to improve the quality of training and development of multicultural competency of future teachers.

Аннотация. Введение. Необходимость подготовки будущих учителей к реализации идей поликультурного образования обусловлена потребностью на очередном цивилизационном витке создания новой школы и воспитания такого человека, для которого интериоризация общечеловеческого и национального наследия станет началом консолидации с социумом и импульсом дальнейшего развития общества, культуры и собственной личности. Решить эту задачу позволяет активизация ресурсов диалогового образовательного пространства, где диалог в различных его модификациях выступает педагогическим инструментом, с помощью которого интегрируются различные культурные сферы и стимулируется созидательная деятельность учащихся как граждан многокультурного мира.

Introduction. Modern high school should serve the needs of an innovative knowledge society based on the humanistic ideas, the introduction of digital pedagogy, the inclusion of didactic innovations into the educational process and the active use of practical-oriented technologies.The aim of the present article is to present and analyse the technological resources of higher education, revealing the educational potential of project training, smart technologies and event-based pedagogy.Methodology and research methods. The methodological framework of the present research is based in the humanistic, system and activity approaches, reflecting the essence of the development of modern education. The main methods involve the analysis and generalisation of the theory and practice of interactive technologies, studied by foreign and Russian scholars.Results and scientific novelty. The trends towards the modernisation of higher education and the factors of achievement of higher quality of preparation of students for professional activity are determined. The technological resources are considered as a key component of education and professionalisation of the future specialist. Project technology is highlighted as an advanced technology in education, as it accumulates cognitive practices, which stimulate the solution of cognitive problems; encourages and intensifies autonomous activities; provides an opportunity to visually and fully present the product of educational work. Students’ educational purposes in the project are formulated and described: acquisition of actual knowledge, self-assessment experience and expert assessment; development of research skills; portfolio development.Smart education technologies create the following unique opportunities for training: activation of the complex of students’ cognitive and creative abilities, prompt response to changes in the external environment; formation of practical personality skills to interact on social networks, to communicate in distance education, to work with electronic information resources, to create and manage personal knowledge databases, etc.Event-based education is demonstrated as a resource of open and free education and as a process of students’ unique and fascinating creative work, which is created by the joint efforts of teachers and students.The diffusion of interactive technologies and ICT tools in higher education is changing the organisation of training and the quality of the educational environment, taking into account the principles of cooperation and openness, gaining flexibility and personal orientation.Practical significance. The rapid process of continuous technological improvement of the entire range of life activities, latest advances in the field of electronics and growing flows of open-access information significantly change the content of vocational education and its methodological tools. A prerequisite for the productive use of technological resources in the educational process is their adaptation to the main tasks in higher education, which aim to prepare a person for real and future life, to solve pressing socio-economic and sociocultural issues facing society.