Individual Educational Route Research Articles

The use of the interactive multifunctional cloud portfolio for constructing and implementing individual educational routes for students in the course of project activities

The problem and the aim of the study. One of the priorities of the modern school is informatization and individualization of education. Its implementation can be facilitated by the e-portfolio as a tool for evaluating students’ individual educational results, optimizing work with information, and supporting the design of a non-linear structure for presenting materials. The purpose of the research is to study the possibilities of using the interactive multifunctional cloud portfolio for implementing individual educational routes for students in the course of project activities. Research methods. The methodology is based on the analysis of the didactic potential of the e-portfolio technology, support for UNESCO initiatives, state education development programs. The analysis and synthesis of literature on the problem of using interactive tools in the digital school, processing of test results and electronic content of the portfolio are applied. The experiment involved 52 students of classes 5-10, who study at gymnasium in Kirovo-Chepetsk (Russian Federation). The designed portfolio was implemented in the environment of the Unified Regional Information System for Education of the Kirov Region. Pearson's chi-squared test (χ2 ) was used for statistical data processing. Results. The model of the interactive multifunctional cloud portfolio was developed, which determines its structure, including the sections "My individual educational route", "My lessons", "My studios", "My affairs". The implementation of the model in the unified regional information system made it possible to change the nature of the interaction between participants of educational relations in the experimental group; improve the quality of the provision of services in electronic form; determine priority areas for development for each student, etc. Statistically significant differences in qualitative changes in the pedagogical system were revealed (χ2 = 9.302; p < 0.05). In conclusion, the features of using the proposed portfolio model are described: the principles of the unity of education and upbringing, individualization, variability, reflection and cooperation, etc. The difficulties of the proposed innovations are formulated: the need to clearly define the didactic functions of the projected portfolio; the problem of choosing digital tools; accuracy of task formulation, etc. Keywords: digitalization of education, individualization of education, e-portfolio, cloud technology, project, unified regional information system

Evaluating the effectiveness of support for teachers' professional development programs based on the automated monitoring system

Introduction. The article presents a study on the problem of developing and implementing support interventions for teachers’ professional development programs based on an automated monitoring system. The purpose of the article is to evaluate the effectiveness of supporting teacher professional development programs based on an automated monitoring system. Materials and Methods. The study was structured within the framework of a descriptive model of supporting teachers’ professional development programs based on an automated monitoring system, as it is aimed at evaluation the effectiveness of support. The research tasks were solved by means of applying a set of complementary theoretical methods, such as analysis of Russian and international educational theory and practice in the field of designing support for teachers’ professional development; modeling, comparison and generalization. The empirical methods included assessment tools, statistical processing and expert assessment procedures. The study was based on data obtained during the assessment of professional competencies of 3,375 teachers from 48 municipal departments of education in the Republic of Bashkortostan (the Russian Federation). The data were subjected to comparative quantitative and qualitative analysis according to the evaluation criteria developed according to the types of teachers’ professional activities. Results. The authors have identified the components within the model of supporting teachers’ professional development based on an automated monitoring system. Technological aspects of implementation were adjusted, and the effectiveness of support was evaluated. It has been established that a system-forming component in the design and implementation of support for teachers’ professional development programs is assessment, which allows to identify professional deficits and determine a set of forms of educational events that contribute to teachers’ professional development. Modern assessment system of professional competencies should be characterized by validity and objectiveness; also it should follow the principles of confidentiality, competence, responsibility, systematic nature, informing participants about the goals and results of the evaluation procedure. The authors emphasize that automated systems allow to conduct valid assessment procedures, as well as to build a system for tracking the effectiveness of supporting teachers’ professional development in one or a range of educational settings. Conclusions. The article concludes that the use of the proposed model of supporting teachers’ professional development programs based on an automated monitoring system will allow each teacher to identify and eliminate professional deficits in conditions of constantly increasing requirements for teachers’ competence, which corresponds to the concept of continuing education of teachers. The authors emphasize that designing teachers’ professional development programs based on the automated monitoring system ensures the development of teachers’ subjective position, allowing them to build an individual educational route independently or under the guidance of a mentor, and also stimulates the development of variability in the content and technologies of the professional development system, which corresponds to the trends in the development of the system of continuing education. The presented practical experience of the implementation of the proposed model can be used in planning methodological activities in educational institutions of various levels.

The possibilities of an interactive multifunctional cloud portfolio for the individualization of education in primary school

Problem statement . One of the priorities of the modern school is informatization and individualization of education. The implementation of these tasks can be facilitated by an electronic portfolio as a means for evaluating the individual educational results of students, optimizing work with information, and supporting the design of a non-linear structure for presenting materials in different formats. The research is aimed at studying the possibilities of an interactive multifunctional cloud portfolio for the individualization of education in a primary school. Methodology . Theoretical and methodological analysis and generalization of legal acts, literature on the application of information and communication technologies in education, processing of test results and electronic content of the portfolio are applied. Experimental work was carried out on the basis of Gymnasium No. 1 in Kirovo-Chepetsk. The experiment involved 52 students from grades 5-10 (girls - 52%, boys - 48%). Pearson’s chi-squared test for statistical data processing was used. Results . A model of an interactive multifunctional cloud portfolio has been developed for the individualization of education in a primary school. This model determines the structure of an interactive multifunctional cloud portfolio, including the sections “My individual educational route” (personal development of the student), “My lessons” (class activities), “My studios” (extracurricular activities), “My affairs” (educational work). The Google Classroom service was used to implement the model. Statistically significant differences in qualitative changes in the pedagogical system were revealed. Conclusion . The possibilities of an interactive multifunctional cloud portfolio for the individualization of education in a primary school are summarized: changing the nature of interaction between participants in educational relations; formation of universal educational activities, communication skills; personal development of students, etc.

Distance learning potential of the teacher's additional vocational education system

Introduction. In the modern socio-cultural and valeological situation, the problem of increasing the professional competence of a teacher in the system of additional professional education by means of distance learning becomes urgent. The purpose of the study is to develop a theory of distance learning and to substantiate the potential of the contextual situation in the system of additional professional education of a teacher.Purpose setting. Research objectives: to substantiate the methodological basis of the theory of distance learning by means of a contextual situation; to clarify the concept of «distance learning by means of a contextual situation»; to organize experimental work on the implementation of a distance learning model by means of a contextual situation in the additional professional education of a teacher.Methodology and methods of the study: a) theoretical: analysis and systematization of specialized research on the subject; b) empirical: quantitative and qualitative analysis of the data of rapid testing and interviews conducted among students of the Institute of Continuing Education of the Kursk State University, Institutes of Educational Development of Kursk and Orel regions; c) diagnostic: experiment, expert evaluation method, methods of statistical data processing.Results. The development of the theory of distance learning by means of the contextual situation in the system of additional professional education of a teacher is focused on maintaining a balance between the development of individual educational routes of students, which will positively affect the personification of the teacher»s education in post-university improvement, and further successful professional self-realization and the growth of professional and pedagogical competence with the synergetic effect of competence and contextual methodological approaches.Conclusion. Based on the results obtained, we generalize the potential of distance learning by means of using the contextual situation in the system of additional professional education of a teacher. The results of the study can be used by university teachers, graduate students, undergraduates to identify promising and effective pedagogical technologies at different levels of professional education of teachers.

ICT in inclusive education by AI blockchain technology

A new trend of digitalization of inclusive education for education in the framework of the UNESCO report "Futures of education. Learning to become". It was discussed how digitalization of education can make it more accessible for children with disabilities, studying in conditions of inclusion. The presented technology allows for a long time to consistently collect and analyze pedagogical, psychological, and medical information on the results of observations and examinations of each child for supervisory groups and consultations while maintaining full confidentiality of personal data. The information collected serves as the basis for drawing up individual educational routes for the students, and for the teacher, it makes it possible to work in the zone of the children's closest development without comparing them with each other. The presented development met with lively interest because the widespread introduction of inclusive practices in education is not always provided by the ergonomic technologies of the teacher, who has to work simultaneously with children with different educational needs.

TEACHER’S CONTINUOUS PROFESSIONAL DEVELOPMENT: ACTUALIZATION OF EDUCATIONAL ORGANIZATION RESOURCES

The article deals with the problem of the teacher’s professional development personalization in an educational establishment. The purpose of the article is to create and partially test the teacher’s individual educational route based on formal, non-formal and informal integration of education. The study gives the regulatory and legal aspects of creating the teacher’s individual educational route as a means of personalizing his/her professional development, describes the options of teachers’ formal, non-formal and informal education, develops the matrix of professional development organizational forms, including collective, group and individual forms of teacher development, describes three stages of development and implementation of teacher’s individual educational route in an educational establishment. The results of the study consist in updating the potential resources of an educational establishment and compensating scarce teachers’ professional skills by means of horizontal training, proving the compilation use of teachers’ formal, non-formal and informal education in creation of the individual educational route in an educational establishment.

ОБРАЗОВАТЕЛЬНАЯ ТРАЕКТОРИЯ В ПРЕПОДАВАНИИ ИСПАНСКОГО ЯЗЫКА (ЗАРУБЕЖНЫЙ И РОССИЙСКИЙ ОПЫТ)

Mastering foreign languages is traditionally one of the ways of obtaining universal competencies in the educational process. The choice of studying Spanish as a component of the trend of continuity of education leads to the need to create an individual educational route. The article examines the ways of forming the educational trajectory of teaching Spanish in the context of the development of intercultural communication and the increasing need of an individual for personal improvement. The study demonstrates the possibilities of choosing the forms of learning a foreign language in the Russian and Spanish educational systems, which contributes to the development of universal and, accordingly, professional competencies necessary for personal growth. The leading factor for building an individual educational route is the need for communication in foreign languages, hence the priority of the communicative method as the main form of organization of foreign language teaching. The paper considers the peculiarities of foreign language teaching styles, their connection with educational historical and cultural traditions and information technologies. The study is based on a comparative analysis of the forms of linguistic and non-linguistic education in Russia and Spain, which helps to form an individual educational route for the student. The result of the study demonstrates for the student the possibilities of obtaining linguistic and non-linguistic education in domestic and foreign teaching practices and building an individual educational route taking into account personal needs and professional motivations.

ИНДИВИДУАЛЬНЫЙ ОБРАЗОВАТЕЛЬНЫЙ МАРШРУТ В ВЫСШЕЙ ПЕДАГОГИЧЕСКОЙ ШКОЛЕ: ПЕРЕХОД К НОВОЙ ПАРАДИГМЕ

The article presents a general description of the post-non-classical picture of the world, analyzes the basic principles of the synergetic paradigm, scientific and psychological-pedagogical literature on the implementation of the conceptual foundations of the new scientific paradigm in the educational process of higher education. Based on the experience of teaching the discipline “Natural Science Picture of the World” at the Samara State Social Pedagogical University, a new approach is proposed in the natural science education of students of a higher pedagogical school. The main attention is paid to the issue of creating and introducing into the pedagogical process individual educational routes in the natural sciences education of humanities students. The authors proposed an original model of an individual educational route, described the constituent components of the model (target, organizational-pedagogical, activity-based, content-based, diagnostic), and analyzed the conditions for the implementation of this technology. We concluded that it is necessary to search for new approaches in natural science education in the context of the transition to a new paradigm, and about the effectiveness of the technology of an individual educational route in the professional training of a future teacher. During the research, methods such as analysis of scientific and pedagogical literature, historical and pedagogical analysis, conversation and pedagogical observation, individual diagnostics, modeling, comparison, generalization, analysis of reflective situations, testing, and questioning were used. The results of pedagogical research can be used in the educational process of a higher pedagogical school.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ФУНКЦИОНИРОВАНИЯ ГИБРИДНОЙ ИНТЕЛЛЕКТУАЛЬНОЙ СИСТЕМЫ ОБУЧЕНИЯ МАТЕМАТИКЕ В СТАРШЕЙ ШКОЛЕ

The article examines the characteristics of the psychological and pedagogical conditions required for the functioning of the hybrid intellectual system of teaching (HIST) mathematics in high school. The article describes such internal conditions related to the development and primary trial of the HIST as the methodological basis of the intellectual management of educational and cognitive activity of students in general and the research and project activities in particular, the identification of the personalized parameters of the high school students’ scientific potential which determines the teaching content, the development of such diagnostic tools that can take the students’ individual psychological characteristics into account and serve as a component of intellectual management in the mathematical modelling of research activities, the development of the procedures and the methods of creating individual educational routes that are based on the students’ types of thinking. These conditions determined the architecture and functions of the hybrid neural network. The trial experiment on the internal conditions of the functioning of HIST involved 711 high school students. The results of the trial study indicate a steady annual increase in the number of students in experimental groups who get high scores, which is connected with an in-depth study of mathematics within the framework of the student's educational and research activities aimed at acquiring complex mathematical knowledge with the help of a hybrid intellectual system. The obtained results confirmed the effectiveness of the intelligent management system of the students' research and project activities. It was found that the external conditions, i.e. the readiness of the participants of the research and project activities to use the HIST, is not unimportant for its successful implementation. Consequently, the effectiveness of the hybrid intelligent learning system is determined not only by the readiness of the teachers, but also by the motivational and technological readiness of high school students to carry out research and project activities in a hybrid learning environment.

Environment approach in preparing future specialists of preschool education for the development of creative potential of children

The article is devoted to the topical issue of introducing an environmental approach to the training of future specialists in preschool education in order to form their readiness to develop children's creative potential. The authors argue that the educational opportunities for introducing an environmental approach to the training of future teachers in pedagogical colleges are important, since it increases the effectiveness of professional training in general and the formation of readiness for the development of the creative potential of preschool children, in particular. It has been found that for a pedagogical college the definition of the educational environment is associated with a set of specially organised psychological and pedagogical conditions, as a result of which the individual's personality and worldview are formed in interaction with the individual. The peculiarities of the educational environment of a pedagogical college are characterised and it is defined as a complex systemic phenomenon, numerous elements of which, in particular, a set of material, social, psychological and pedagogical conditions and factors that affect the level of satisfaction of teachers and students with the educational process and indicate various characteristics of professional orientation, purposefulness and effectiveness of the functioning of this institution to maximise the satisfaction of society's demand for highly qualified educators, are able to. It is proved that the formation of future specialists' readiness for the development of children's creative potential should be saturated with conditions that maximally fill the educational process with training courses and permanent pedagogical practices to help future educators successfully design and adjust individual educational routes, increasing their motivation and readiness for practical pedagogical activities in the system of preschool education, including the creative development of preschool children. It has been established that the educational environment of pedagogical colleges in the context of forming students' readiness for the development of preschool children's creative potential should necessarily be of a creative type of modality and be characterised by a certain set of specific properties: observability, saturation, plasticity, autonomy of existence, synchronisation, integrity, motivationality, immersiveness, interactivity.

К истории развития специального образования и современные проблемы инклюзии в России

The research purpose is to analyze the formation and development of special education in Russia, as well as to summarize the current issues for specialists working with children with various health limitations. We analyze psychological and pedagogical literature and present the main stages of special education development in Russia and abroad. The presented works of scientists have had the most significant impact on the process of creating a special education system both around the world and in individual countries, including the Russian Federation. We consider current state and basic principles of inclusive education: main purpose and elements for successful work with children with disabilities. The research presents the current state of special education in Russia and the most important milestones in its history. The historical method and the analysis of scientific literature allow to identify works that have largely determined the directions of current research in various branches of special education (deaf pedagogy, blindness and education, special education, speech therapy). Approaches to solving the problems of supporting effective individual educational routes for children with disabilities are considered.

PEER-TUTORING AS A NEW PARADIGM FOR THE DEVELOPMENT OF STUDENTS COMPETENCES OF THE XXI CENTURY

Higher education institutions in Ukraine have faced requirements related to the quality of teaching and learning. Constant technological evolution, the rapid spread of scientific knowledge, and constructivist views on learning call into question the veracity of the information given to students during lectures. The article examines the problems and transformations in educational and methodological processes stimulated by the Bologna process. Pedagogical processes aim to go beyond simple feedback and should become a research, constructive and critical component of the educational process. Addressing these issues is important for academics to acquire new competencies and implement new teaching practices in their work. It is proposed to use tutoring practices to organize the educational process of higher education institutions of Ukraine. Tutoring at the current stage is designed to meet the need of students to support and build an individual educational route. Due to its content and wide possibilities, tutoring has many aspects, features and can be implemented in different modes. Tutoring is actively used in many international universities, where tutors play an intermediary role between a professor and a student and, at the same time, are responsible for one or more students. Peculiarities of peer-tutoring are considered. It has been proven that peer-tutoring contributes to improving the competencies of a person of the future. The use of tutoring methods of education contributes to improving the knowledge of students in various subjects, makes them active and independent participants in the educational process. In the age of online learning, the student-tutor relationship can be critical in helping some struggling students become more connected to their student community and better able to solve academic problems.Tutoring as an innovative educational technology is in demand in the practice of higher education institutions of Ukraine. Future tutoring practices will become a part of educational programs, and institutions of higher education will begin to look at tutoring as a real opportunity to develop the competencies of a person of the future.

The organization of an individual educational route as a tool for the development of gifted students’ personal qualities

In this paper the authors actualize the need for the development of moral qualities and feelings among students with signs of giftedness, which encourage them to overcome difficulties, solve educational problems of various designs. The moral paradigm in the organization of an individual educational route of students with signs of giftedness is the basis of constructive subjective interaction. Namely, the development of moral qualities helps each student to build his or her own individual educational route. The purposefulness and systematic nature of pedagogical influences in the organization of an individual educational route of students helps to consolidate their moral qualities, develop moral feelings, and most importantly, develop skills and habits of moral behavior that are necessary for the implementation of an individual educational route. Students with signs of giftedness gradually develop confidence, willpower, and an active lifestyle. Practice confirms that the purposefulness and systematic impact on the consciousness and feelings of students makes it possible to maintain the productive educational process, oriented on the development of the students personality, the consolidation of his qualities and the enrichment of motivation resources. The development of students personal qualities affects the quality of the individual educational route of students with signs of giftedness, their creative activity in general, the formation of an active life position and the formation of studying habits.

Mathematics e-learning in the conditions of bilinguality

The world is going through a period of the rapid development of electronic learning systems. In addition, the creation of a digital educational environment and the formation of scientific ideas about using such systems in the educational process are currently taking place. This is of particular importance when teaching small-numbered indigenous peoples living in bilingual and multilingual regions. The article aims to develop an approach to organizing mathematics e-learning for students in a bilingual environment using mechanisms for adapting educational content to specific linguistic features. The study used scientific literature analysis and empirical methods. We suggest that adaptive e-learning courses be a means of e-learning in mathematics. They enable students to pursue an individual educational route and ensure content adaptation according to students’ language and the national peculiarities of their perception of learning materials. The result of the present study is an individual educational route created in an adaptive e-learning course in mathematics in a bilingual environment. In the future, the results of the research can become an element in the methodological system of personalized adaptive learning aimed at the preparation of a university student in a bilingual environment.

ИНДИВИДУАЛЬНЫЙ ОБРАЗОВАТЕЛЬНЫЙ МАРШРУТ КАК СРЕДСТВО РАЗВИТИЯ УЧЕБНО-ПРОФЕССИОНАЛЬНОЙ МОТИВАЦИИ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА

Statement of the problem. Modern trends in the development of the system of higher and postgraduate education, as well as increased requirements for the personality of a professional and his/her trajectory of professional development, allow us to conclude that the leading role is obvious of the system of educational and professional motives in the structure of educational and professional activities of students at different stages of professional training at a university. The need to specify the scientific basis for optimizing the professional training of future teachers, including its psychological and pedagogical support, is being updated. The purpose of the article is to substantiate the developing potential of an individual educational route as a means of development educational and professional motivation of students of a pedagogical university. Methodology (materials and methods). The research methodology was compiled by scientific works that reflect the essence of the problem of identifying the characteristics of personal psychological development in adolescence (L.I. Bozhovich, L.S. Vygotsky, E.A. Klimov, I.S. Kon, V.S. Mukhina, D. I. Feldstein, etc.); theoretical foundations in the field of educational and professional activities of students (A.A. Verbitsky, E.F. Zeer, I.A. Zimnyaya, A.N. Leontiev, E.I. Mashbits, D.B. Elkonin, etc.); studies concerning the disclosure of the essence and structural components of educational and professional motivation of students and its development at different stages of education (L.I. Bozhovich, N.Yu. Voronkova, T.O. Gordeeva, T.I. Ilyina, I.A. Zimnyaya, N.S. Kiseleva, A.K. Markova, V.A. Yakunin, etc.); implementation of the principle of individualization in tutor support of students as the basis for the formation of their subject position (scientific school of T.M. Kovaleva); requirements of professional standards; and federal state educational standards of higher education for professional training of future teachers and educational psychologists. Research results. The components of educational and professional motivation and their corresponding indicators have been developed in order to identify the features of the motivational profile of students at all stages of education. The conceptual, content and technological aspects of an individual educational route have been developed as a means of developing educational and professional motivation of students of a pedagogical university, the implementation of which is currently being carried out at the Institute of Psychological and Pedagogical Education of the KSPU named after V.P. Astafyev in the context of the implementation of the Trajectory project. Conclusion. The approach proposed in the article towards development of educational and professional motivation of students of a pedagogical university will improve the quality of professional training of future specialists, which is due to the social significance of a teacher profession for the development of society.

ПОВЫШЕНИЕ КАЧЕСТВА ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ И ЛИТЕРАТУРЕ СРЕДСТВАМИ ФОРМИРУЮЩЕГО ОЦЕНИВАНИЯ

The study identifies the developing and motivating potential of formative assessment in the context of the updated Federal State Educational Standard for Basic General Education. Educational deficits that actualize the need to introduce criteria-based assessment at school are revealed. On the basis of the system-activity approach, criteria and indicators for assessing the level of students’ achievements in individual topics have been developed for current control. Tables of self-assessment of the achievements of students in the lessons of the Russian language and literature on the basis of criteria-based assessment have been developed to determine the level of formation of the educational and cognitive competence of schoolchildren, the relationship between the evaluation criteria and the requirements for the results of mastering the exemplary educational program in the Russian language and literature has been identified. The experience of implementing criteria-based assessment in the process of teaching the Russian language and literature proves that the work of students with self-assessment tables contributes to the development of meta-subject skills and the achievement of personal results, increases interest in learning and allows you to build an individual educational route for the student.

Designing and implementing individual learning routes for mathematics teachers to overcome professional deficiency

Introduction. In recent years, the problem of staffing mechanisms in the field of education has been actively discussed in the global community. Teachers are required to restructure their professional position with regard for modern demands of the society and the state, to improve their skills in designing the content of education. The latter is implemented through professional development of teachers as well as creation of personalised trajectories for the development of professional competencies. The purpose of the study is to describe a scientifically grounded approach to designing individual educational routes for mathematics teachers, aimed at overcoming the existing professional deficiency and creating due conditions for their realisation. Methodology and methods. The research involved 103 teachers of mathematics of mainstream educational institutions of Krasnoyarsk and Krasnoyarsk region, Russian Federation, aged below 35, having work experience in their profession of at least one year. Open observation of the teachers’ work, interviewing and online survey was used; in addition, the results of the final state certification of 9th and 11th-year pupils of the region were taken into account. The statistical analysis of the results was made using the Pearson’s chi-squared test. Results. The model of individual educational route of mathematics teachers, aimed to overcome professional deficiency, was designed and implemented according to the following stages: identification of teachers’ subject-specific and methodological deficiency; development of technology for design of individual educational route to overcome teachers’ professional deficiency; presentation of action plan for individual educational routes. The results of subsequent diagnostic work of mathematics teachers who took part in the study showed a statistically significant increase in the performance level in all parameters (p < 0.05). Conclusion. The proposed scientifically grounded approach to the design of individual educational routes makes it possible to eliminate a number of professional deficiency features characterising the work of mathematics teachers. The realisation of the author’s algorithm for designing the route contributes to professional development of a teacher. The research materials can serve as a basis for the development of personalised individual routes for teachers of any professional profile.

Содержательно-методические аспекты реализации тьюторского и менторского сопровождения в системе непрерывного дополнительного профессионального образования

The aim of the study is to identify the content and methodological aspects of the implementation of tutor and mentor support in institutions of additional professional education. The article presents the content and methodological aspects of tutor and mentor support organization in additional professional education, taking into account the provisions of acmeological, activity and personal approaches. The scientific novelty of the study lies in the determination of the pedagogical conditions for organizing tutor and mentor support, necessary for the implementation of an individual educational route for students of additional professional programs for advanced training and professional retraining. As a result, the forms of tutor and mentor support implementation in the system of additional professional education for adults are determined.

A young teacher in the mirror of change

Increasing requirements for the results of the education system made it necessary for young teachers to search for individual educational routes for professional development. Thus, the subject of the present study is the choice of an individual educational route, and the object of the study is a young teacher.
 The purpose of this work is to study the choice of an individual educational route by young teachers.
 Materials and methods. The main methods of this study are the deductive method and the method of pedagogical analysis, which allow a fresh look at traditional problems and established views on the choice of professional development by young teachers. Our scientific analysis of the category of an individual educational route is aimed at a comprehensive study of the essence and tasks of choosing an individual way for young teachers to realize their professional potential.
 Results. The study showed that the choice of an individual educational route for professional development is influenced by both internal and external factors. In many ways, this choice is determined by the personal characteristics of a young teacher, his interests, directions related to the tasks of his professional development.
 Findings. An analysis of the results of experimental work proves the objectivity of the perceived choice by teachers of the components of an individual educational route. The choice of components is largely due to systemic changes in the professional and pedagogical activities of teachers.

Characteristic Features of Pedagogical Interaction in Teaching a Foreign Language at a Non-linguistic University

The article discusses new forms of pedagogical interaction in the process of teaching and learning a foreign language in a digital educational environment. The author analyzes the advantages of using individual educational space and individual educational routes. The effectiveness of using the Moodle platform for communication with trainees is noted. The author concludes that the right choice of pedagogical interaction and pedagogical management tools contributes to the optimization of the educational process and to the growth of students’ motivation for learning a foreign language