2018 Issue №4

Modern trends in education and educational policy are associated with a greater involvement of students in the digital learning environment through the creation and active use of electronic teaching materials. The article analyzes the place of the digital learning environment in the system of teacher training. The term "digital learning environment" is defined through the categories of "space", "subjectness", "learner’s identity", "information system", "interaction", "professional learning ability". The author discusses the specific principles of implementing digital learning environments in a new educational architecture. These principles determine the transition to microformats, to interaction and free choice of educational formats, taking into account personalized learning trajectories, to collaborative project and creative activity, to integrative multi-dimensional means of testing and control. The author concludes that while the learning environment objectively acquires the characteristics of the digital environment, it integrates the value-motivational, refleсtive, and emotional mechanisms of identity development in the learning process. In the system of higher pedagogical education, the electronic portfolio becomes an integral part of the educational process organization.

The article describes the problems of development of professionally important qualities for psychology students. These qualities are dynamic, should be analyzed and subjected to conceptual and quantitative transformations, because they depend on the socio-historical context. The author provides the results of theoretical and empirical research, conducted in this field by both Russian and international scholars. Besides the traditional university format of teaching, the author suggests resorting to art for the development of professionally important qualities and considers the educational potential of literature and music for the development of emotional intelligence and other qualities necessary for a professional psychologist.

The article deals with the subject competence of a technical school teacher in the field of information security of automated systems. Having analyzed the pedagogical activity of a technical school teacher, the authors substantiated the urgency of the subject competence formation, defined the professional competencies, included in its structure, and characterized its components and factors of their formation, laying a special emphasis on the personal component.

The article analyzes the problem of determining readiness for mediation as a professional activity in the works of Russian and international researchers, in view of the growing popularity of this social and humanitarian practice both in Russia and all over the world. The author shows the differences in the interpretation of readiness for activity as well as in the requirements for training mediators in Russia, the United Kingdom and the USA. The researcher states the need for a humanist outlook and the ability to conduct social and humanitarian practices, crucial for the professional position of a mediator. According to the author, bachelors in Humanities have a certain advantage in the development of readiness for mediation. The author works out the model of readiness for mediation as a universal competence. The structure of this competence includes emotional-evaluative, conative, cognitive components and mediation practice.