This article examines academic-industrial partnerships as a necessary element in the professional work of physics teachers. Specific examples of the application of academic-industrial partnerships at Nizhny Novgorod State Pedagogical University, which trains undergraduate and graduate students in Physics and Mathematics Education, are provided. The article explores academicindustrial partnerships for future physics teachers aimed at fundamentally studying cross-cutting technologies for their subsequent implementation in the educational process in the context of education transformation.

The relevance of the topic is due to the fact that in the modern world, where digital technologies have a significant impact on various aspects of life, traditional teaching methods in educational institutions are no longer able to effectively engage students and motivate them to study new subjects. Recently, the field of education has seen a growing popularity of using new technologies, including artificial intelligence. In the context of rapid technological progress, when the volume of information continues to grow, such a system becomes the key to the successful formation of a digital culture and ensuring sustainable development of the educational process. These tools help to create a more vibrant and exciting learning process, and also help motivate students to acquire new knowledge. The article discusses the theoretical aspects of domestic and foreign researchers. The authors came to the conclusion that the use of new technology based on artificial intelligence in the field of education will help improve the educational process in higher education, but for this it is necessary to determine how good or bad the use of such technology is. As research methods, the authors used a survey among students and teachers of the Kozma Minin Nizhny Novgorod State Pedagogical University (Minin University) to identify the positive and negative aspects of using neural networks in the educational process. As a result of the study, the authors came to the conclusion that the use of new technology such as artificial intelligence helps to improve the level of academic performance of students, motivates them to acquire new knowledge, skills and abilities. This technology can also successfully automate some aspects of the educational process and make it more relevant.

Background. The article describes some psychological features of the structure of personal readiness of future defectologists to professional activity. The article analyses the results of the establishing experiment, the participants of which were students of FSBEI VO ‘Nizhny Novgorod State Pedagogical University named after Kozma Minin’. Purpose. The aim of the research is to study the motivational component of professional and personal readiness of future defectology specialists to work with people with disabilities, including participants of a special military operation. The features of motivational orientation of future defectologists are revealed: the main meaning-forming value orientations, motivation to achieve success and features of the structure of the motivational sphere of students of defectology education. Materials and methods. The sample: 348 full-time students studying in the directions of training ‘Special (defectological) education’. The following methods of studying the motivational-value component of professional and personal readiness of future defectologists were used as the basis of the confirmatory experiment: ‘Diagnostics of motivational structure of personality’ (V.E. Milman), the method ‘Free choice of values’ (E.B. Fantalova), the scale of assessment of the need for achievement by Y.M. Orlov. Results. According to the results of the establishing experiment, we have revealed that not only professional competences received by future defectologists during the period of higher education, but also their personal qualities that contribute to effective interaction and understanding of people, including those with disabilities, are important for future defectologists. The obtained data regarding the motivational orientation of future defectologists indicate that the majority of students (about 70%) have a moderately expressed motivation to achieve success and about 29% of students are weakly motivated. In the structure of motivational sphere of future defectologists impulsive and expressive type of motivational profile of personality prevail, which reflects the peculiarities of student age and personality characteristics of this group. Conclusions. We have studied and analysed some indicators of motivational orientation of future defectologists, the results of the study indicate the need to increase the motivation and interest of defectology students in achieving success and improving their performance.

Background. Modern society is undergoing a transformation of marital and family values, which is manifested in an increasing number of divorces, postponement of marriage to a later age and the spread of alternative forms of relationships (cohabitation, childfree). The student period is key for the formation of marital and family attitudes, however, research shows that only 5% of students demonstrate sufficient readiness for family life. Despite the relevance of the topic, there are not enough works studying the specifics of psychological readiness for marriage among students. This determines the need for research to identify the level and characteristics of such readiness, taking into account gender differences. Purpose. To identify the level and features of psychological readiness for marriage among students, as well as to analyze gender differences in marital and family attitudes. Materials and methods.The study involved 60 students (30 girls and 30 boys) aged 18-22 from Nizhny Novgorod State Pedagogical University. The following experimental methods were used: the "Family Readiness Assessment Card" test (I.F. Yund), the "Motivational readiness for marriage" questionnaire (S.V. Zholudeva), the "Moral readiness for Marriage" questionnaire (E.K. Pogodina), the author's questionnaire, which includes questions about attitudes to marriage during the student period. For statistical data processing, the Student's criterion was used to compare groups. Results.The study showed that the majority of students (82%) have a low level of moral readiness for marriage. Only 5% of the participants demonstrated sufficient readiness for family life, while 77% were at an average (satisfactory) level. Girls are more likely than boys to be oriented towards marriage with a specific person (t=4.78, p0.01) and show a higher moral readiness (t=5, p0.01). Boys are more likely to be inclined to "abstract marriage" (52%), that is, they do not have clear criteria for choosing a partner. These data reflect current trends: young people are postponing marriage, more often choosing alternative forms of relationships and demonstrating a lack of awareness in matters of family life.

The aims of the study are to update approaches in the training of future specialists that meet the modern requirements of the labor market through partnerships between vocational education institutions and the technology parks of pedagogical universities. The subject of the research is the process of preparing students in vocational education in partnership with the Technology Park of vocational education, which allows vocational education institutions to update training approaches for future specialists in line with current labor market demands. Modern vocational education faces the necessity for continuous modernization and adaptation to the changing requirements of the labor market. One of the key factors contributing to the improvement of the quality of student training is the partnership with technology parks of higher vocational education institutions. In the article, the authors analyze the prospects for cooperation between vocational education institutions and university technology parks, highlighting the benefits of this collaboration, as well as noting that various modern educational technologies are employed in the technology parks of professional education to enhance the quality of education and the development of professional competencies. The work employs methods of theoretical analysis, summarizing scientific literature, and empirical research methods: conducting surveys and questionnaires among students and teachers in vocational education to assess the effectiveness of the implemented technologies, studying successful examples of partnerships between vocational education institutions and technology parks to identify best practices. The practical novelty is represented by the updating of approaches in training future specialists that meet current labor market requirements. Joint work among vocational education institutions, higher education institutions, and university technology parks contributes to the formation of a unified educational space and the improvement of innovative processes in the field of education. The authors analyze the experience of creating a modern educational practice-oriented environment for training not only university students but also students from partner vocational education institutions based at the Technology Park of Nizhny Novgorod State Pedagogical University named after K. Minin. The authors present an example of a practice-oriented project for physics students using laboratory equipment from the Technology Park of Universal Competences of Nizhny Novgorod State Pedagogical University named after K. Minin. Experience has shown that during the project work, students learn to plan, organize, analyze results, and present their ideas, which develops important skills beyond professional skills.

Статья посвящена исследованию мотивационной сферы студентов различных форм вузовского обучения. Отмечается, что особенности мотивационной сферы существенно влияют на удовлетворенность процессом обучения студентов и в конечном итоге – на реализацию их личностного потенциала в избранных видах профессиональной деятельности. Целью данного исследования является изучение мотивационной сферы личности студентов и выявление степени удовлетворенности – неудовлетворенности актуальных базовых потребностей: материальных, в безопасности, в межличностных отношениях, в уважении и самоактуализации, а также определение преобладающего типа мотивации (успеха или неудачи) с учетом формы обучения. В исследовании принимали участие 173 студента вторых курсов (26 юношей и 147 девушек): 85 студентов Нижегородского государственного педагогического университета им. К. Минина заочного отделения (НГПУ з/о) факультетов психологии и педагогики (41 человек), физической культуры и спорта (21 человек), гуманитарных наук (23 человека); 89 студентов Национального исследовательского Нижегородского государственного университета им. Н. И. Лобачевского: 43 студента очно-заочной формы обучения факультета социальных наук (ННГУ оч./з) и 46 студентов очной формы обучения этого факультета (ННГУ оч.). Возраст студентов от 18 до 25 лет. Для диагностики актуальных базовых потребностей в материальном положении, в безопасности, в межличностных связях, в уважении, в самореализации применялась методика «Иерархия потребностей» в модификации И. А. Акиндиновой, позволяющая определить уровень удовлетворенности студентов. Для диагностики преобладающего типа мотивации использовалась методика «Мотивация успеха и боязнь неудачи» (МУН) А. А. Реана. Следует отметить, что большинство студентов всех изучаемых групп находятся на уровне частичной удовлетворенности потребностей. Достоверные различия между группами были выявлены по удовлетворенности межличностными отношениями, потребности в уважении и потребности в самореализации. Более высокий уровень мотивации успеха обнаружен у студентов заочной и очно-заочной форм обучения при сравнении с очниками. Полученные результаты позволяют сделать вывод о том, что студенты разных форм обучения отличаются по уровню удовлетворенности базовых потребностей и преобладающему типу мотивации. При этом специфика удовлетворенности той или иной потребности связана с социальной ситуацией развития студентов. The article is devoted to the study of the motivational sphere of students of various forms of higher education. It is noted that the features of the motivational sphere significantly affect the satisfaction of students with the learning process and, ultimately, the realization of their personal potential in the chosen types of professional activities. The purpose of this study is to study the motivational sphere of students’ personality and to identify the degree of satisfaction - dissatisfaction of actual basic needs: material, security, interpersonal relations, respect and self-actualization, as well as to determine the prevailing type of motivation (success or failure) taking into account the form of education. The study involved 173 second-year students (26 boys and 147 girls): 85 students of the Nizhny Novgorod State Pedagogical University named after K. Minin of the correspondence department (NSPU) of the faculties of psychology and pedagogy (41 people), physical culture and sports (21 people), humanities (23 people); 89 students of the Lobachevsky State University of Nizhny Novgorod: 43 full-time and part-time students of the Faculty of Social Sciences (UNN) and 46 full-time students of this faculty (UNN). Students are between 18 and 25 years old. To diagnose the actual basic needs: in financial situation, in security, in interpersonal relations, in respect, in self-realization, we used the method “Hierarchy of Needs”, modified by I. A. Akindinova, which allows us to determine the level of their satisfaction. To diagnose the prevailing type of motivation, the method “Motivation for Success and Fear of Failure” (EOR) by A. A. Reanwas used. It should be noted that the majority of students in all study groups are at the level of partial satisfaction of needs. Significant differences between groups were found in satisfaction with interpersonal relationships, needs for respect, and needs for self-actualization. A higher level of motivation for success was found in part-time and part-time students, compared to full-time students. The results obtained allow us to conclude that students of different forms of education differ in the level of satisfaction of basic needs and the prevailing type of motivation. At the same time, the specificity of satisfying a particular need is related to the social situation of students’ development.

The article presents an analysis of the demand for additional education courses in the Russian language among students and teachers of universities in the Republic of India. The study is based on the experience of working at the Center for Open Education in Russian and Russian Language Teaching of the Ministry of Education of the Russian Federation, opened by the Nizhny Novgorod State Pedagogical University named after K. Minin on the basis of the Chaudhary Charan Singh University in Meerut. Surveys of students and teachers of universities in India showed a high interest in learning the Russian language, the respondents' expectations can be divided into two blocks: acquaintance with the Russian language and culture in a group of students who are just beginning to learn Russian, and the desire to improve their speaking and writing skills in Russian, and improve their teaching methods in a group of master's students, postgraduates, and teachers. The demand for courses in the study of the Russian language and Russian culture, their high rating by students indicates the effectiveness of using this teaching format. In connection with the introduction of the New Education Policy (2020), the status of the Russian language is changing in the Republic of India. The Russian language, along with other foreign languages, is included in the training program for schoolchildren. Consequently, the need for Russian language teachers at various levels of education is growing – both in universities and in schools. Short-term courses of additional education addressed to different categories of students, and advanced training courses for Russian language teachers are capable of filling the educational gaps that arise with the increasing interest in the Russian language and culture among Indian citizens.

Introduction. One of the main processes associated with the stay of an inophone student who came to study a foreign language in a foreign country is linguistic adaptation in a new cultural and geographical space. The result of successful adaptation is the formation of sociocultural competence among the student, awareness of regional identity. From the point of view of the methodology for teaching the Russian language as a foreign language, it seems significant to search for the most effective technologies, methods and techniques that would allow immersing the inophone in the natural environment. End-to-end technologies used in urban space to obtain multidirectional information for native speakers and foreigners meet this methodological task. Authentic texts of chatbots, interactive maps become didactic material for the formation of key competencies of an inophone student.Materials and Methods. The scientific basis of the study is scientific works related to the methodology of teaching the Russian language as a foreign language, the problems of linguistic and cultural adaptation and the use of end-to-end technologies in linguistic education. The research materials are authentic (natural) texts of the digital urban environment: online maps, chat bots, audio guides, which contribute to a more effective linguistic and cultural adaptation of inphones to "alien" space. Based on the methods of analysis and generalization, a theoretical understanding of the experience of working with foreign students at the Nizhny Novgorod State Pedagogical University named after K. Minin. The key concepts used in the work are "digital pedagogy," "end-to-end technologies," "urban text," "regional identity." "sociocultural competence," "linguostranological adaptation."Results. The use of end-to-end technologies in the practice of teaching Russian as a foreign language is currently an effective way to develop communicative competence. Urban space provides an opportunity for direct immersion in the environment of the language being studied. In teaching practice, online cards are actively used, according to which, on the one hand, tasks can be compiled aimed at developing skills in any type of speech activity (reading, speaking, listening, writing), on the other hand, they can become the basis for project activities students. Another online tool for developing communication skills in a foreign language is chatbots. A chatbot makes it possible to learn a foreign language and maintain communication skills at a pace convenient for the student, while eliminating the fear of making mistakes, because there is interaction with artificial intelligence. The AudioGuideNN chatbot allows a student of Russian as a foreign language to enter the urban space, get acquainted with the city and learn the language at the same time.Discussion and Conclusions. Modern end-to-end technologies are effective tools for teaching a foreign language, including Russian as a foreign language. Virtual maps, audio guides, chat bots allow you to relieve the cultural shock of the urban space from a native speaker of a foreign language who is in a new environment for him, create conditions for the linguistic and cultural adaptation of a foreign speaker, and also contribute to the study of the Russian language due to direct immersion in the urban – Russian-language – text.

The article reviews strategies of Continuing Teacher Education (CTE) based on the comparative typological study of regional models in relation to the succession of teachers’ professional development. Six Russian universities were sampled for this study: Herzen State Pedagogical University of Russia, Yaroslavl State Pedagogical University named after K. D. Ushinsky, Minin Nizhny Novgorod State Pedagogical University, Novosibirsk State Pedagogical University, Tomsk State Pedagogical University, Shukshin Altai State University for Humanities and Pedagogy. Comparative analysis of best practices in the regions was based on the following criteria: mission, strategic goals/objectives of a university; pre-professional teacher education; non-university level higher education; higher education; postgraduate level. Taking into consideration typologies covered by the scientific discourse, the authors classify existing strategies of continuing teacher education as follows: traditional (conventional) strategies (fundamental nature of education, integration, humanization and axiologization of education, professional and personal development strategies for teachers) including certain updates of traditional strategies (collaboration/cooperation/partnership strategies) and innovation strategies (digitalization (digital transformation), foresight strategies). These types of strategies were profiled as follows: traditional strategies of continuing teacher education involve a step-by-step approach at predetermined intervals for each level of the education system; these are predictable and long-term; goal setting is aimed at effective performance; innovation strategies of continuing teacher education feature educational ecosystems that are versatile, collaborative, purposeful, advance-focused, predictability, and continuous support of professional and personal self-determination and self-development

Introduction. The problem of types, forms and teaching tools for learning outcomes monitoring and assessment is in focus of many researchers of academic education. The researchers draw attention to the issue of relevance of standardized testing when talking about something more than knowledge and skills assessment. Although testing in higher school is the cheapest form of control and very easy to organize and automatize, there are some components of any competence, which cannot be measured by testing: motives, moral values and priorities, and social interaction. Theoretical analysis. The aim of the article is to analyze assessment techniques related to the foreign language professionoriented communicative competence. Empirical analysis was carried out on the basis of the assessment procedure results in Nizhny Novgorod State pedagogical university named after K. Minin. The following research methods were used: students’ communicative activity observation, testing, comparison, quantitative results measurement. Conclusion. Standardized tests seem to be applicable when talking about routine students’ progress monitoring and students’ knowledge and skills assessment. End of the course assessment demands the combination of activity types, revealing emotional, social and cultural aspects of students’ competences.

Introduction. One of the key professional competencies of a teacher of Russian as a foreign language is information and communication. From this point of view, it seems significant to study the ways of its formation. Along with academic disciplines, the task of which is to directly involve students in digital pedagogy, philological and methodological disciplines play a huge role in improving the IT culture of the future teacher, allowing students to get acquainted with the methodology of using information and communication technologies in practice. The experience gained can be broadcast by them in their own professional activities. Materials and Methods. In the course of the study, theoretical and empirical research methods were used: analysis, synthesis, generalization, scientific theorization. The key concepts used in the work are «digital pedagogy», «end-to-end technologies», «mobile learning», «information and communication competence». Results. The information and communication competence of a teacher of Russian as a foreign language is understood as a set of systemic scientific knowledge, skills and abilities, which are based on the development of information and communication and end-to-end technologies tools, and the ability to apply them in their professional and pedagogical activities. Philological disciplines of educational programs in the direction of training "Pedagogical education" at the bachelor's and master's level at the Minin Nizhny Novgorod State Pedagogical University (44. 03. 01 "Russian as a foreign language" and 44. 04. 01 "Teaching Russian as a foreign language") contribute to the formation of the ability to work with big data technologies, AR and VR reality, artificial intelligence, wireless and mobile technologies. The result of the formation of professional skills in the use of digital pedagogy technologies was the successfully defended graduation theses of bachelors and masters, presentations at conferences of various levels. Discussion and Conclusions. A teacher of Russian as a foreign language should have information and communication competence, which will allow organizing the learning process using end-to-end technologies, making it student-oriented, mobile. The disciplines of the philological cycle, in which the digital space is also an object of study, will allow students to form an idea of its linguodidactic potential and will provide an opportunity for the creative transformation of the acquired knowledge in their professional activities.

The aim of the study is to reveal the general approach and principles to the development of a program for the pedagogical university development, representing a project-organized methodology and technologies for organizational and managerial support of the process of the arrangement of all participants’ content-activity positions in the innovation process associated with improving the system of continuous advanced pedagogical education in accordance with the strategic guidelines for the country development, modern directions of scientific and technological development and taking into account the current research agenda in the field of education. The article presents the methodology and technology for creating the project-organized program for the pedagogical university development as a program of an initiative-problem type. The scientific novelty of the research results is determined by the fact that the notion of “project-organized development program” is introduced into the general theory of management, organizational and managerial methodology of higher education; the essence is revealed and the idea of the notion of “development management” is expanded in relation to the system of higher and additional professional education; the indicators of the organizational effect are also specified in the context of the requirements for continuous teacher education, outlined in the Concept of teacher training for the period up to 2030. As a result, a process technology has been developed for step-by-step programming of socio-cultural and educational changes in the system of continuous advanced education, which is the basis for the scientific and educational activity of the Department of Andragogy and Development Management of the Nizhny Novgorod State Pedagogical University named after Kozma Minin.

Introduction. The article presents the results of the author's research work on the study of the factors that determined the development and approval of the content of the course of university pedagogy in the 1930s on the basis of the integration of state ideology and pedagogical science. The article makes an attempt to highlight general (on a national scale) and specific (using the example of the Nizhny Novgorod Pedagogical Institute, which celebrates the 110th anniversary of its foundation this year) features of the development of the content of pedagogical science in this period.Materials and Methods. The research was carried out on the basis of the analysis of normative documents, materials of pedagogical periodicals, generalizing works of scientists, archival documents of the Central Archives of the Nizhny Novgorod Region: articles, reports, resolutions, protocols, etc. Basic research methods: analysis of sources, comparative analysis of data.Results. Based on the study and analysis of data, trends in the development of the content of pedagogy as a science under the influence of government decrees, through the prism of socio-political events taking place in the 1930s, are shown. The dynamics of the development of the content of pedagogical science and education in the period under review is analyzed, the influence of state ideology on the development of pedagogical science in a national and regional format is characterized on the material of pedagogical educational institutions of Nizhny Novgorod, mainly the Nizhny Novgorod Pedagogical University. The role of government decrees in the field of pedagogical education in the practice of regional pedagogical universities and departments of pedagogy is shown. It can be stated with complete confidence that the 1930s in Soviet pedagogy passed under the sign of the development of program documents on university pedagogy.Discussion and Conclusions. The author considers the problems of the formation and development of pedagogy as a social and humanitarian science, shows the influence of politics and ideology on the development of pedagogical science and practice, substantiates the dependence of pedagogy on the order of society, the state, and the ruling party.

Introduction. One of the urgent problems of modern education is building a professional competence model of a specialist in order to increase the effectiveness of training and the formation of professional competencies necessary for a successful entry into the profession. From this point of view, the description of a professional portrait of Teacher of Russian as a Foreign Language will contribute to the most effective design of educational programs in this area of training.Materials and Methods. In the course of the work, theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization.Results.In the preparation of Teacher of Russian as a Foreign Language, two models were initially laid down: when the teacher is a native speaker and when he himself learns Russian as a foreign language and subsequently broadcasts the acquired knowledge to foreign students. The main difference between these portraits of teachers is the presence of a foreign language communicative competence in the training of foreign language teachers, as well as the formation and improvement of a foreign language reading competence. At the same time, the common, uniting both models, are the psychological, pedagogical, methodological, intercultural and acmeological competences, which constitute the portrait of Teacher of Russian as a Foreign Language. The designated competencies made it possible to formulate professional competencies in educational programs in the direction of training «Pedagogical education» at the bachelor's and master's degrees at the Nizhny Novgorod State Pedagogical University named after Kozma Minin (44.03.01 «Russian as a foreign language» and 44.04.01 «Teaching Russian as a foreign language») and the corresponding sets of regulatory documents. Discussion and Conclusions. Teacher of Russian as a foreign language being a translator of Russian culture, it should be a competent, erudite, tolerant, ready for intercultural communication, striving for constant professional improvement, having both general pedagogical and specialized competencies.

The article refers to the experience of introducing the Country Studies Course into University Baccalaureate curriculum for students majoring in studying English as a foreign language in Minin Nizhny Novgorod State Pedagogical University, Russia. The purpose of the present research is to describe the program of the academic discipline, its objectives, content modules and teaching methods. The course, viewed as a contribution to University curriculum development, proves its effectiveness, helping students understand the countries, people and traditional values, get rid of existing prejudices, and it can be one of the ways contributing to mutual understanding, tolerance, appreciation of history, and culture. Information and communications technology is used as an effective teaching tool, meeting the needs of the modern generation of students. The study is a source of guidance and practical advice for novice and experienced teachers as well as administration seeking to compare existing programs with the aim to introduce the best practice into University education.

Emotional intelligence (EQ) development is becoming a more important issue among such significant factors as competence and efficiency due to the constant and rapid social transformations, new challenges, high social norms, and setting high professional standards. The ability to control emotions and recognize them is especially important for a future teacher who faces two objectives that make a success or failure when establishing communication: developing the personal abilities that provide a basis for emotional intelligence and developing students’ emotional intelligence. A future teacher should be involved in searching for new approaches and tools for understanding and controlling emotions, as well as developing the ability to empathize. The aim of this research is to help a teacher acquires effective skills to build optimal relationships with colleagues and students. This search is also due to the need to develop the skills to exercise self-knowledge, understand the motives and goals in a professional teaching environment, to influence the emotions of other people, and to improve the leadership qualities. The article describes the results of an experiment carried out at the Faculty of Pedagogy and Psychology of Naberezhnye Chelny State Pedagogical University and at the Faculty of Psychology and Pedagogy of Nizhny Novgorod State Pedagogical University named after K. Minin in 2019. The experiment was aimed at measuring the development level of students’ emotional intelligence that affects the quality of various aspects of professional activity. The authors discuss the main criteria for assessing the level of future teachers’ emotional intelligence and give characteristics of each criterion. We have come to the conclusion that developed skills of emotional competence are of great importance to teachers and children, and to the successful social interaction. The findings of the research can be applied when working out the programs to develop emotional intelligence in order to resolve conflicts and forecast their consequences in a professional teaching environment.

The article reveals the structure of the content of in-house training and retraining of employees, reflects the principles on which training is based and the functions that are performed by in-house professional training. Throughout the world and in Russia in particular, the subject of increased attention is the introduction of information technology. Therefore, the authors consider the in-house training of employees of the service company using the designated technologies. The agency Registration Agency, a limited liability company, was considered in the article. In 2018, among its employees, a survey was conducted that revealed the desire of employees to improve their skills through electronic courses provided by Nizhny Novgorod State Pedagogical University. It was attended by 30 respondents. After the meeting, employees were asked to undergo training on the organization of personal effectiveness. The training was conducted successfully and, based on the data obtained, we concluded that there is a need for further closer cooperation between organizations, therefore, we presented a plan of interaction between Nizhny Novgorod State Pedagogical University named after Kozma Minin and the Registration Agency limited liability company, the result of which in the future should be the achievement of benefits for both parties, that is, an increase in the intensification of the organization’s activities "and The effectiveness of the training of future graduates of the “Service” field of study.

This article examines the points of view of modern scholars, pedagogues and theologians upon the problem of the loss of spirituality in the current system of education in Russia. The authors analyze the two extreme opinions. The first one consists in the need for reviving the spiritual component in education. The loss of spirituality in this sphere led to dropping of value orientations, national unity and cultural identity of the modern generation of Russians. The second opinion reflects the views of scholars that in the information society an individual can combine the qualities of intellectual ruler of life and spirituality. In this case, the loss of spirituality is considered a natural human improvement process. As a result of the analysis of both points of view on the role of spirituality within the modern education system, the authors believe that the solution should be found in harmonization of secular and religious education in the conditions of development of information society. This problem could be solved with introduction of theology as a scientific specialty, which would allow preparing theologians of new generation. The next stage in studying this problematic would consist in the examination of experience of implementation of theological education in different Russian universities, namely Kozma Minin Nizhny Novgorod State Pedagogical University, since it features Bachelor’s and Master’s programs of Orthodox theology.

The work is devoted to the analysis of the development of the system of continuous professional education in Russia and abroad in various historical periods. The article analyzes the stages of development of the system of continuous education, the mainfactors affecting its development, comparable reasons. The study of the process of development of the system of continuous education allows to highlight the problems ofits formation at various stages. Modern society emphasizes the special role of education as the leading value of preserving and enhancing culture and the growth of human potential. Continuing education in such conditions is of particular relevance because it goes beyond the formal education, covering various groups of the population, more than other forms of education, providing self-realization and self-expression ofthe individual. Considering the main stages of the development of the system of continuous education, we can trace its subordination to the various priorities of the development of the state system: the development of the country’s industrial potential, political education and ideological propaganda, raising the cultural level of citizens. In this case can trace the vector of society’s influence on the system of lifelong education, which forms an actual order for educational topics: health protection, familiarity with new technologies, individual creative self-development.The study of the process of development of the system of continuous education allowed us to conclude about its significant role in the modern educational space, to identify its functions - professional, personal, social, to formulate the leading ideas for the development of continuing education in modern conditions.

The paper discusses current issues of training a professional teacher, a successful organizer of schoolchildrens research activities. The material is presented in terms of new standards. The author discusses innovative forms of educational process organization at university and school the creation of a single educational space based on the principles of science and education integration. The main condition for schoolchildrens research potential development and successful teachers development is the project activity of students and schoolchildren in the framework of cooperation. A structural model of network interaction between the Minin Nizhny Novgorod State Pedagogical University, schools № 151, 129, 173 of Nizhny Novgorod, the Immanuel Kant Baltic Federal University (Kaliningrad) and the A.N. Severtsov Institute of Ecology and Evolution of the Russian Academy of Sciences (Moscow) has been developed. This model is a key factor contributing to the solution of the problem of high-quality training of a prospective teacher majoring in Biology who will be able to organize students research activities and develop their creative activity. The experience of the development and testing of various joint scientific, social and creative projects is shown. The data of the experiment are presented, which speak about the success of the events held as part of the implementation of the project technology.