Cherevko Marina A.

The article analyses the situation concerning the transformation of the teacher's status under modern conditions. Changes associated with reconsidering the value of education as a whole place the status of the teacher in a contradictory position. On the one hand, the long-term conditions of the pandemic have demonstrated the need to create a new methodological system for all forms of education, thereby providing new requirements to the personality and professional level of the teacher. On the other hand, the personnel shortage of teaching staff limits the process of adopting the system of a new personality meeting modern educational challenges and demands. At the same time, scientifi discussions remain valid about what exactly a modern teacher should be like so that his image, students and parents' trust begin growing. Today, image is becoming the main attribute of social and professional relations. In pedagogical activity, the processes of creating a professional image, which consists of individual's assimilation and reproduction of social experience, are becoming increasingly relevant. Connected with the rethinking of the processes of professional self-determination and formation, there is a need to analyze professional competencies in the context of training a future teacher. In many ways, the professional activity of a teacher involves constructive interaction with the subjects of the educational process: with colleagues, students and their parents. The way interactions are built and contacts are established let us make conclusions about the professional qualities of a teacher. Ushinsky: «The teacher is a key fi in the reform of education, in the matter of teaching and upbringing, nothing can be improved in the entire school business without bypassing the head of the teacher» [Egorychev, 1993. P.79]. At the same time, along with classical criteria, the image of a modern teacher is also determined by compliance with new requirements, namely, the presence of emotional intelligence and its correct projection onto students, taking into account their requests and social needs. It is advisable to lay the vector at the stage of mastering higher pedagogical education, systematically changing educational programs of training future teachers. The paper reveals issues related to the image characteristics of the status of a modern teacher, based on empirical assessments of the main subjects of the educational process. The promise of scientifi understanding of the issue is noted, along with growing interest in the search for optimal mechanisms aimed at increasing the role and signifi of the teaching profession under modern conditions.

The article is devoted to the analysis of situation related to the development and application of new approaches to the training of the teaching staff and solving the problems of shortage of workers in schools. In accordance with the report of the Deputy Prime Minister of the Russian Federation on social policy Tatyana Golikova, the shortage of teachers as of October 1, 2023 amounted to about 11 thousand people, which requires enhanced measures to build personnel capacity in schools throughout the territory and, especially, in the remote areas. From a sociological perspective, the author illustrates two-sided view of the identified issues. On the one hand, it is of interest to analyze the legal regulation of the training of specialists for the system of basic general education, and on the other hand, the attitude of society and the main customers of educational services to given government vectors. The empirical data presented in the article contradict the flexible educational trajectories developed by the state in the formation of new pedagogical competencies among the future teachers. A serious reason that adversely affects the development of teacher education is the current state of teaching staff at all levels. The article illustrates the view of parent respondents (customers of educational services) on new approaches that form the basis of modern training of school teachers. At the same time, new vectors for solving staffing needs in schools are burdened by both the existing age and gender imbalances. The article provides qualitative and quantitative data indicating the slow renewal of teaching staff. The article reveals the attitude of parent community towards practicing teachers and analyzes the problems of young specialists who came to school without basic pedagogical education. The author emphasizes feasibility of methodological substantiation of the content of pedagogical training of specialists who do not have a basic psychological and pedagogical education. The promise of scientific understanding of this issue along with the growing interest in the quality of teacher training is noted, the main conclusions are drawn and recommendations are outlined.

The article is devoted to the study of processes of formation of the institution of pedagogical mentoring in the conditions of the modern educational space. The author pays considerable attention to the analysis of mentoring from the position of professional self-determination as one of the important factors for the success of this process at the stage of professional adaptation of a young teacher. The author considers options for reviving the institution of mentoring in Russian schools as an effective way to integrate and socialize a young teacher, to form an understanding in the pedagogical community of the functionality of a mentor, the technology for implementing mentoring, and the interaction between a mentor and a young specialist. The article actualizes the need to develop a system model and apply mentoring technology for the professional development of a young specialist, reveals the main theoretical and methodological approaches to understanding this technology. Analysis of the difficulties faced by young teachers at the stage of entry into the professional activities is presented. Empirical data obtained by the author testify to a number of problems that young specialists face at the stage of entry into pedagogical activity (lack of free time, problems in organizing personal time, difficulties in teaching the subject, communicating with students and their parents). All this, in turn, actualizes the need to revive the institution of mentoring in order to solve a binary problem: help and support for young professionals, as well as reducing the teaching load for experienced teachers with a long teaching experience and school administration, whose mentoring functions are formalized. Along with the growing interest in the quality of training of a young teacher, it gives grounds for concluding that the scientific understanding of this issue is promising. The article draws the main conclusions and proposals for introducing the institution of mentoring into the school education system as part of a pilot approach in the Khabarovsk Territory with the aim of subsequently consolidating and replicating the experience of other interested subjects of the Far-Eastern federal district.

The article is devoted to the issues related to the study of problems of orphans and children left without parental care in the context of a pandemic (COVID19). Analysis of the existing situation in this problem field testifies to the exacerbation of traditional contradictions, on the one hand, and the emergence of completely new ones, complicating the difficult situation with this category of the population, on the other. The article analyzes the problems faced by graduates of orphanages, generated by the conditions of the pandemic and aspects of social policy in this direction (problems of social adaptation in society, violation of the basic rights of graduates, problems of legal nihilism, the lack of a fundamental federal and regional legal framework on this issue, the lack of technical capabilities of graduates in receiving remote social support). The article highlights the need to develop mechanisms for interdepartmental interaction for post-boarding support on the territory of the Khabarovsk territory. The empirical data obtained as a result of the conducted expert survey actualizes the need for a radical change in the vector of solving problems in relation to graduates of orphanages and social support for this category of persons in the short term. The revealed contradictions in legal regulation indicate the absence of unified approach to the concept of post-boarding support as a type of social support. It was found that the organization of post-boarding support belongs to the powers of the constituent entities of the Russian Federation, which, in turn, differently carry out the legal regulation of social relations in the field of post-boarding support of orphans. The article draws the main conclusions and proposals for improving the activities of subjects on postboarding support for orphans and children left without parental care.

The article is devoted to the questions related to the study of professional development of the university graduates and analysis of the features of professional self-identification, taking into account specifics of the profession being acquired. The study conducted among the graduates of universities in the city of Khabarovsk (future specialists in the socioeconomic professions) took place in the context of pandemic (COVID-19), during a period of increased public and state attention to representatives of such professions as the social work specialists, medical and pedagogical workers. The article illustrates empirical results describing the professional plans of respondents through the eyes of the graduates themselves in the next 5 years (graduates of the Far-Eastern state medical university, the Far-Eastern state university of physical culture). The obtained data actualize the need to pay special attention to the social programs of regional level aimed at consolidating and professional development of specialists in the helping professions.

The article presents the results of the long-term sociological research of the features of the students’ professional self-determination at the stage of getting higher pedagogical education while studying in the period of the third up to the fifth year. The author considers the questions concerning the students’ professional plans after graduating from the university, the attitudes of the students to the contents of the education they are getting in the process of moving up from one step of training to another; analyzes the factors influencing the professional self-determination of the students. On the basis of the received empirical material are suggested the ways of increasing the efficiency of professional self-determination of students in the Khabarovsk territory.

In the article the analysis of sociological aspects, which show the attitude of the students of pedagogical specialties of the Far-Eastern state humanitarian university toward their profession in the stage of education is represented. Basic accent is made on the study of such problems as: the motivation of the choice of profession, professional plans, the level of professional readiness and stability in the stage of getting higher pedagogical education. In the work the crucial problems, which negatively influence the professional self-determination of future teachers, are described.