. Introduction. Transition to a post-industrial socio-economic structure and information society caused education crisis, which is common for world space. Dynamic development of high technologies and rapid obsolescence of knowledge significantly reduced life cycle of professions and caused deep structural changes in the sphere of employment. The need of economics for workers with qualitatively new qualification characteristics - a flexible person with meta-professional competencies, capable to solve complex professional problems and ready for innovative activity not just for today, but with the future in mind - has necessitated a significant updating of the system of vocational training and its reorganisation facilitating the implementation of a formula “lifelong learning”. The solution of problems of education begins with qualitative training of teachers, since the qualities of future professionals - graduates of the educational organisation, primarily depend on the level of teachers’ competencies.The aim of the present article is to determine the strategic directions of innovative development of vocational education and preparation of highly qualified pedagogical personnel.Methodology and research methods. The hypothetico-inductive method, theoretic-methodological analysis and synthesis of the content of scientific literature were the major research methods. The research work was carried out on the basis of the principle of convergence, which determines cross-disciplinary and supra-professional communications, acts as a factor of design and a statement in professiology of a new phenomenon - transprofessionalism. The authors described the concept of transprofessionalism through the process- and project-based approaches.Results and scientific novelty. The developmental trends and directions of vocational education are considered. The principal defining factor of vocational education is close integration of all its processes and subsystems (prevocational training - secondary vocational education - higher education institutions - postgraduate training), which integrity is provided by the continuing and advanced education. The concept of transprofessionalism and convergence in multidisciplinary training of specialists is proved. The innovative educational programmes based on this concept are characterised. The logical-semantic model of a modern specialist is designed. This model can form an empirical basis to design vocational education platform, which integrates socio-humanistic, natural-science disciplines and related innovative technologies for teachers’ training in the system of continuing vocational education. Strategic directions for realisation of such preparation are formulated: transprofessionalism, cooperation / collaboration, advanced and “high-speed” training, digital transformation.Practical significance. The research materials can be useful for specialists in the field of vocational education, heads of the educational organisations in order to develop and make managerial decisions and to effectively organise the process of vocational training of pedagogical personnel.

Introduction. The expansion of infocommunication and digital technologies, the uncertainty of professional future and accelerated changes in the social and professional future of a modern man and the radical transformation of socio-professional environment require qualitative changes in the Russian education, revision of its methodology, content and technologies of training for the postindustrial economy. Today, “work in the specialty” is increasingly losing its importance, hard professional knowledge and hard skills are not decisive in the professional development and building of a successful career. Flexible, soft skills are becoming increasingly required. Soft skills allow a person to be successful regardless of the specifics of the activity and the direction in which he or she works. However, educational programmes, developed on the basis of Federal State Standards, continue to be currently directed by “mass production” and “conveyor production”, which is contrary to objective requirements of the labour market and students’ requirements.The aim of the present research is the development and theoretical-methodological justification of an innovative educational model of socio-professional development of a student personality. The introduction of this model into the practice of universities and secondary vocational educational institutions will allow the graduates to realise their potential in new realities through the formed transprofessional qualities and extraprofessional competencies.Methodology and research methods. Methodological framework of the research is based on the concept of subject-activity approach, according to which the personality is considered as an active, self-improving, self-actualising and self-determining actor; process and project approaches; as well as the methodology of convergence, which provides a synergistic effect of interaction of socio-humanitarian, natural-scientific and industrial-technical disciplines. The authors used the methods of various types of analysis including SWOT analysis; logical-semantic and structural-functional modelling.Results. The authors actualised the problem of creating an innovative educational content, which expands the range of professional knowledge and skills required of competitive personnel, who are capable and ready to preadapt to the rapidly changing socio-professional conditions. The educational model proposed by the authors is built on a modular principle. The targets, the content of modules, elective disciplines representing this or that module are defined. The content of each module is focused on the final result of educational activity: professional, diagnostic, competence, technological, functional. The mechanism of the model implementation is to build an individual student professional perspective aimed at practical action in order to improve the level of qualification, ability to work, enrichment of professional and personal qualities and behavioural patterns.Scientific novelty of the present research consists in the formation of interdisciplinary scientific knowledge (at the intersection of psychology, pedagogy, philosophy, occupational studies) on the methodology of the modelling, organisation and content of professional education taking into account modern challenges and demands of the digital economy. When training pedagogical personnel, it is necessary to create professional transcendence – an ability to go beyond particular professional activities, to find new meanings in it and beyond it and to solve nonstandard tasks.Practical significance. The presented innovative model of socio-professional development can be focused on the training of specialists at different levels of education, including additional education. The research materials can be useful to developers of educational programmes and training technologies of vocational education, to managers and specialists of educational organisations when making management decisions and organising the educational process.

Аннотация. Введение. В настоящее время на ступени общего образова-ния продолжает уделяться чрезмерное, исключительное внимание индивидуаль-но-личностным достижениям учащихся, что весьма часто приводит к наруше-нию целостности в формировании личности и к ее социальной незрелости. В сфе-ре образования необходимо смещение акцентов с личностно-ориентированного обучения на социально-ориентированный подход, при котором учитываются не только запросы конкретной личности учащегося, но и потребности общества, ок-ружающего эту личность. Данный подход отвечает требованию непрерывного об-разования, которое предъявляется сегодня к человеку.Цель статьи -представить концепцию социально-ориентированного об-разования, создающего условия для успешной социализации учащихся.Методология и методы. Работа осуществлялась с опорой на педагоги-ческий аспект социализации; теорию профессионального самоопределения личности; теорию синтеза личностно-ориентированного и социально-ориенти-рованного подходов. Для описания концепции социально-ориентированного образования, обладающего объемным, нелинейным, многомерным характе-ром, применялся сферный подход. В качестве основных методов исследова-ния были использованы анализ, синтез, систематизация и обобщение зару-бежного и отечественного научного опыта, моделирование и пр.Результаты и научная новизна. Систематизированы имеющиеся в отече-ственной и зарубежной педагогике идеи социально-ориентированного обучения и воспитания. Уточнены понятия социально-ориентированного подхода к образо-ванию и социально-ориентированной личности как результата применения дан-ного подхода. Обоснована актуальность использования нового подхода в образо- Образование и наука. Том 19, № 6. 2017/The Education and Science Journal. Vol. 19, № 6. 2017 10 вании и показаны его особенности как методологического и методического инст-рументария образовательной деятельности, в которой уравновешиваются инте-ресы общества и личности как субъекта социума. Выделены и описаны основные принципы социально-ориентированного подхода; указаны условия его реализа-ции на всех образовательных уровнях. Подчеркивается, что одним из основных и обязательных условий эффективного использования социально-ориентирован-ного подхода к образованию является создание открытого саморазвивающегося социально-профессионального пространства, которое обеспечивает мотивацию учебной и трудовой деятельности, получения престижной, востребованной про-фессии, саморазвития и профессионального роста.Практическая значимость. Предложено научно-методическое обеспече-ние процесса успешной социализации учащихся на всех уровнях школьного образования.Ключевые слова: образование, социализация учащихся, подход к образова-нию, социально-ориентированный подход к образованию, принципы образования, открытое саморазвивающееся социально-профессиональное пространство. Образование и наука. Том 19, № 6. 2017/The Education and Science Journal. Vol. 19, № 6. 2017 11 Abstract. Introduction. The modern schools continue to focus on the individual achievements of students, which has led to ...

Аннотация. Смыслообразующая цель статьи -обоснование нового подхода к организации и развитию профессионально-педагогического обра-зования сквозь призму взаимообусловленности методологии исследователь-ской и практической деятельности. Такая концептуальная установка позволя-ет задать основные векторы модернизации профессиональной школы.Современная социально-экономическая ситуация в стране актуализи-ровала задачу подготовки рабочих кадров. В выступлениях политиков, эко-номистов, ученых звучит тревога по поводу дефицита квалифицированных рабочих. Основную причину этой острой проблемы они видят в катастрофи-ческом состоянии системы начального и среднего профессионального образо-вания. В меньшей мере выражается озабоченность по поводу сложившейся практики подготовки педагогических работников профессионального образо-вания, которые и должны заниматься возрождением системы профобучения.1 Работа выполнена в рамках государственного задания Минобрнауки Рос-сии НИР № 1134 «Научно-прикладные основы формирования индивидуальных траекторий развития личности в системе непрерывного образования».

Introduction. Today, global transformations of the most important institutions of modern society, acceleration of its development and total digitalisation actualise the search for the new and previously unknown determinants of human potential realisation. In this regard, soft skills are considered as possible predictors of not only professional, but also of life self-fulfillment of an individual. Therefore, soft skills involve developed communicative qualities, high level of selfregulation, critical thinking, ability to convince, leadership, creativity, etc.The aim of the present article was to conduct the empirical research of students’ soft skills demonstration in relation to the parameters of self-realisation; the value of such parameters allows the level of positive predictions about the self-fulfillment of the individual to be determined.Methodology and research methods. At the theoretical level, the article provides a retrospective analysis of the concepts of “self-fulfillment” and “soft skills” in the Russian and foreign science. An empirical part of the research was carried out through the methodologies “The study of Stability of Human Life World” (I. O. Loginova) and “Modified Questionnaire of Self-Actualisation Diagnostic” (A. V. Lazukin, in the adaptation of N. F. Kalin). To diagnose soft skills, a set of techniques was used, including the questionnaire “Measurement of Communicative and Social Competency” (V. N. Kunitsyn), the methodologies for studying the motivation for university education (T. I. Ilyin), the diagnostic procedures of reflection level (A. B. Karpov), the methodology of the study of the individual relationship to innovations (N. M. Lebedev, A. N. Tatarko) and the methodology “Coping Behaviour in Stressful Situations”. The following tests were employed: “Readiness for Self-Development” (V. Pavlov, T. A. Ratanova, N. F. Shliakhta), “My Information Culture” (N. I. Gendina), “Ability to Predict” (L. A. Regush). Spearman’s rank correlation method was used as a mathematical statistical method.Results and scientific novelty. The article is aimed to discuss various approaches to the study and understanding of students’ soft skills. Based on the theoretical analysis, the main groups of soft skills are identified: basic communication skills, self-management skills, effective thinking skills. Soft skills increase the effectiveness of the individual in solving a wide range of professional and life tasks. The authors prove that well-being of professional and private world is conditioned by the indicators of students’ soft skills. Basic communication skills (communicative and personal potential), self-management skills (motivation to acquire knowledge, reflexive abilities) and effective thinking skills (ability to predict, innovativeness) increase the stability of the psychological system of the student’s personality, its ability to maintain stability, resistance to negative phenomena and freedom of behaviour. It is emphasised that soft skills are not only the main predictors of professional development of the individual, but also provide the formation of an active, creative position in relation to own activities and lives. The authors have come to the conclusion that the creation of the conditions for the development of soft skills in students can prepare them for an adequate perception and realisation of socio-professional innovations in the future.Practical significance. The results of the present research can be used by the representatives of the system of vocational education, i.e. tutors and teachers, who carry out psychological and pedagogical support of university students.