The publication purposeto reveal intrinsic characteristics of the leading teacher and to develop pedagogical conditions of formation of leadership skills of studentsfuture preschool teachers in educational process of higher education institution. Methodological principles of article are the theory of leadership and development of the personality. When carrying out a research were used the analysis of scientific-theoretical provisions of the concept "leader" of the system of modern professional and pedagogical knowledge. Contentthe analysis of the studied problem has allowed authors to define that the leading teacher is a personality to whom trust and who is recognized; capable to lead group of children (parents, colleagues), awakening their activity and interest; to influence interaction process, regulating relationship; to responsibly organize performance of this or that activity. The conclusion is drawn that in the conditions of modernization of educational system the leading teacher becomes the important strategic resource of all transformations capable to generate and perceive innovations, ready to show activity and creativity. The fundamental qualities causing purposeful development of the important personal and professional characteristics leading the personality to the leader's position have defined independence and responsibility. Three groups of the pedagogical conditions in total forming special leader space, approving social, active and creative essence of the identity of students and forming qualities of the successful leading teacher are proved: reflexive and motivational, substantial and informative and activity. Authors join in structure of qualities of the leading teacher: the motivational focused, intellectual and strong-willed, behavioural, social and communicative qualities. It is shown that existence of the marked-out qualities though increases development of the teacher as leader, but possession of them not necessarily turns the individual into the leader. The theoretical provisions submitted in work supplement basic provisions of the theory of leadership, enriching the theory and a technique of continuous professional education.

АННОТАЦИЯВведение: Аксиологический подход рассматривается как гуманистическое направление философии образования, теоретические положения которого обосновывают концепцию развития мира и человека в единой системе ценностей, отношений, оценок и ценностных ориентаций, основанных на идее гармонизации. Профессиональная подготовка будущих педагогов в контексте аксиологического подхода становится условием приобщения к духовным основам и развития социокультурных профессионально-личностных особенностей. Материалы и методы: Методология статьи проводится на основе методов анализа и обобщения, позволивших выделить ключевые положения аксиологического подхода, которые оказывают влияние на профессиональную подготовку будущих педагогов. Результаты исследования: Раскрывая философские, психолого-педагогические основы аксиологического подхода, авторы подчеркивают, что ценности как его ключевая дефиниция являются особым образованием, смысловой контекст которого характеризуется определенной системой и иерархией понятий и явлений. Это обуславливает актуальность профессиональной подготовки будущих педагогов в единстве мировоззренческих, профессиональных и личностных характеристик, приводящих к развитию индивидуально значимых ценностных ориентаций с точки зрения норм профессиональной этики и формированию собственного отношения к основополагающим профессиональным ценностям и установкам. Сделан вывод, что профессиональная подготовка будущих педагогов должна отражать культурно-ценностный потенциал обучающихся и развивать ценностные смыслы профессии за счет применения специально организованных методов и приемов, гибкое и вариативное применение которых обеспечивает индивидуальнодифференцированный характер обучения. Обсуждение и заключения: Рассмотренные теоретические основы аксиологического подхода и практические аспекты, влияющие на процесс профессиональной подготовки будущих педагогов, представленные в работе, дополняют основные положения и методику непрерывного профессионального образования. Перспективными направлениями дельнейших исследований являются, по мнению авторов, обоснование целесообразности и внесение необходимых коррективов в содержание рабочих программ с целью усиления аксиологической направленности профессиональной подготовки будущих педагогов по уровням образования. ABSTRACTIntroduction: Axiological approach is considered as the humanistic direction of philosophy of education which theoretical provisions prove the concept of development of the world and the person in the uniform system of the values, the relations, estimates and valuable orientations based on the idea of harmonization. Vocational training of future teachers in the context of axiological approach becomes a condition of familiarizing with spiritual bases and development of sociocultural professional and personal features. Materials and methods: The methodology of article is carried out on the basis of the methods of the analysis and generalization which have allowed to select the key provisions of axiological approach exerting impact on vocational training of f...

Introduction: the current trends of development of preschool education connected with definition of compliance of real results of activity of the preschool educational organization to requirements of FGOS TO initiate development of the effective quality system of preschool education as key direction it modernization. Materials and methods: the methodology of article is based on theoretical studying of a problem of quality of preschool education. The research is conducted on the basis of the methods of the analysis and generalization which allowed to select key provisions of the studied problem and to offer the complex of administrative competences of the head of the preschool educational organization providing creation of a quality management system. Results: disclosing psychology and pedagogical characteristics of the concept "quality of preschool education" authors emphasize that this category is investigated in terms of the actual compliance of conditions, the organization, ways of estimation of properties and results of education, educational and educational process to necessary requirements of the standard. Development of model criteria for evaluation of quality of preschool education remains the debatable problem demanding the further development in the conditions of variability. The dynamism of characteristics of quality of preschool education causes construction and development of a quality management system in the conditions of the preschool educational organization. Development and deployment of a similar system places great demands on administrative competence of the head which is considered by authors as a complex of valuable and motivational, analitiko-design, organizational and performing, communication and activity, reflexive and estimated competences. Components and indicators of achievement of the offered competences are allocated. The innovative component of administrative activity and development of the individual-based program of increase in level of administrative competences are considered by significant conditions of design of development of administrative competences of the head of the preschool educational organization. Discussion and Conclusions: the considered theoretical provisions characterizing problems and the prospects of improvement of quality of preschool education supplement a technique of preschool education as initial step of a system of continuous education of the personality. The prospect of further researches assumes design of a quality management system of the preschool educational organization on the basis of the actual level of formation of administrative competences of the head and individual trajectories of their improvement.

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The article provides grounding and a methodological macro-development basis for a system periodic model of professional pedagogical education within bachelor's and master's programmes in natural sciences. In the abovementioned context, periodicity is regarded as a universally applicable procedural basis for multilevel continuous professional pedagogical education in the sphere of natural sciences. A key category of system periodic model of professional pedagogical education within bachelor's and master's programmes in natural sciences is a didactic cycle characterised by purposefulness, internal system integrity, dynamism, iterativity, controllability and hierarchy of levels based on phase logic. Didactic cycle is represented as a dual procedure of development of subject-subject relations oriented to correlation changes of self-balancing systems depending on quantitative augmentation in a form of grasping of content of professional pedagogical education within bachelor's and master's programmes in natural sciences to qualitative personal transformations. Realisation of the hierarchy position is realised as macro-didactic, meso-didactic and microdidactic cycles within the structure of a system model. Their attributive signs are goals, peculiarities of learning activity within the process of subject-subject dialogic interaction, types of solved tasks and performance. We have defined and characterised specificity of phases of didactic cycle: initiatives and perspectives, designing, implementation, assessment of results.