Лескова И. В

In the article the authors analyzes the main theoretical and methodological approaches to the characterization of life difficulties. The features of difficulties encountered in the course of pedagogical activity are also considered in detail. Some characterological features of pedagogical activity in the higher education, due to its current state are reflected. The authors come to conclusion that an essential condition for the implementation of pedagogical practice is the ability of a higher school teacher to determine and build strategies for overcoming life difficulties. During the implementation of this process, the teacher should form new professional practices aimed at overcoming life difficulties. The effectiveness of the interaction of subjects in the course of the pedagogical process largely depends on the success of the implementation of these practices in situations of difficulty in vital activities. In the end, all of the above will affect the degree of efficiency of pedagogical interaction and, of course, the quality of training of future specialists. The article presents the results of sociological study of certain aspects of life difficulties of the high school teachers. Among them, such as: experiencing financial difficulties, attitude to their own health, assessment of problems associated with negative life conditions, professional tensions, the need to combine scientific and educational activities, and others. The paper also presents data on the most desirable from the point of view of teachers of higher school methods of interaction in the course of overcoming difficulties. This article is of interest to teachers and other professionals working in the field of education on the territory of the Russian Federation in general and the Far-Eastern federal district in particular.sional status, and to a lesser extent services for the Fatherland, the fight against crime, for justice, high quality legal education. The author concludes that the expectations of learning are institutional in nature, since they are repetitive, standardized, associated not so much with training in a departmental educational organization, but with the institution of service in the internal affairs bodies as a whole. The revealed variances in the public opinion of various categories of respondents, as well as the results of focus-group interviews, made it possible to formulate a number of proposals aimed at improving the professional orientation work in educational organizations.