By means of hermeneutic and retrospective analysis of the pedagogical views of V. V. Zenkovsky the essential characteristics of national education has been presented. Formulating the tasks of national education, the thinker proceeded from the idea of serving the Church and the idea of serving the Motherland. The primacy of the religious principle in the development by the scientist of the problems of national education is due to his vision of the mission of the Russian emigration in the creation of Orthodox culture. 

The article is devoted to the pedagogical heritage of K. D. Ushinsky. The biography of K. D. Ushinsky is viewed through the prism of the formation of his pedagogical views. The article analyzes aspects of the pedagogical heritage of K. D. Ushinsky, which are relevant for today's sociocultural situation: the breadth of pedagogical education, the teacher's responsibility, the consciousness of educational work, nationality in education.

This article discusses the basics of practical activities for planning the educational process. The article highlights and analyzes the basic principles of planning. The article explores the possibilities of implementing the following principles: the principle of target specification; the principle of continuity in the development of speech skills and abilities; the principle of establishing the adequacy of the ratio of communicative (speech) and non-communicative (preparatory) components of the educational process.

The article analyzes the specifics of studying the biography of a writer in literature classes. It is noted that the «fabulism» of the biographical narrative in the perception of students often obscures the peculiarities of the poetics of the author. In a number of cases the interpretation of quantitative data, obtained with the help of The Russian National Corpus, allows to establish an evident correlation between biographical data and the specifics of the creative evolution, which opens up possibilities for the modernization of methods of teaching the biography of the writer at high school.

The article discusses multilingualism and the possibility of enhancing its advantages through the conscious using these advantages. First of all, the paper takes into consideration sociocultural, communicative, linguistic, methodological, psycholinguistic and psychological benefits. The factual material of the study is based on the polls of multilinguals conducted by the authors in 2013, 2016 and 2020. The results of the interviews and the questionnaires have shown that polylinguals are far from always aware of the special nature of their identity (in particular, national and cultural identity, which in the case of natural bilingualism can be mixed). Lack of awareness of one's linguistic tools leads to disturbing effects such as involuntary switching from language to language in a state of stress and linguistic interference. The teacher has the opportunity to contribute to minimizing these negative effects during the teaching of multilinguals in a language group, by working out the language system and focusing on the awareness of the use of each language.

The article considers the peculiarities of the subject-methodical preparation of the future teacher of mathematics. Certain results of the study related to the development of a level model of the subject-methodological training of a future teacher, criteria, indicators and diagnostic tools for assessing the level of a teacher's readiness to work in modern conditions of the school education development are presented. The results of a pedagogical experiment on approbation of the proposed model are given, proposals for updating the existing system of methodological training of a future teacher at a university are formulated.

The study deals with the problem of writing university coursebooks in the context of transition to competence and cultural model of education. The study discusses theoretical basis of developing coursebook for linguist translators and conceptual ideas of modern approaches to the organization of educational process. The authors analyze coursebook “Tutorial on communication culture: History of Science and Modern Technologies” in terms of implementing pre-dominant educational strategies.

This paper discusses the educational trajectories of teachers in the system of continuous pedagogical education in the context of the implementation of the principle of «lifelong education». From the standpoint of a systematic approach, the multilevel nature, continuity and integration of the components of continuous pedagogical education are disclosed. Variable possibilities of additional education, ways of building individual educational trajectories aimed at the formation and development of competencies at different levels of education are presented.

The article discusses an analysis of the concept, approaches and models of quality assur-ance both at the institutional and program levels. Positions on quality problems from the point of view of different stakeholder groups of an educational organization are considered. A difficult task is to organize the quality assurance of joint educational programs implemented by different universities. The conclusion is made about the priority of licensing and state accredi-tation criteria in the formation of quality assurance systems in Russian universities.

The article discusses the issues of teaching the sections «Phonetics», «Morphemics. Word formation» of the course «Russian language» for students of SPO. As the central principle of teaching the Russian language, a systematic principle is proposed, consisting not only in the consistent consideration of all language levels, but also in determining the relationships and connections between them, as well as in identifying the place of each element within a certain language tier. To implement these requirements, it is necessary to introduce into the designated course certain elements of the university program in modern Russian for philology students.

The article presents the problem of urban identity formation among students from rural areas. Theoretical analysis and the results of empirical research have shown the impact of a positive attitude towards the city and a mature urban identity on the psychological well-being of students. A comparative analysis of the relationship between the components of urban identity (cognitive, emotional, value, behavioral) and indicators of psychological well-being in groups of urban students and students from rural areas is presented.

The article reveals the results of a study of pedagogical subjectivity and types of eco-psychological interactions in the «teacher-student» system, organized on a sample of teachers from urban and rural schools with different work experience (N = 55). The obtained upward dynamics of the development of the stages of subjectivity corresponds to the theoretical ideas of the ecopsychological approach that pedagogical subjectivity is realized at the “high” stages, how-ever, the characteristics of the “low” stages are identified as the dominant parameters in the structure of qualities. The development of subject-joint and subject-generating types of inter-actions  in  the «teacher-student» system  in  accordance  with  the  increase  in  work  experience contradicts the growth in the severity of the controlling style (traditional subject-object interactions). 

Based on the theoretical analysis of approaches to the study of the structure of professional 
health of the individual, the article presents the author's structural model of professional health 
of the individual, where professional health is the result of conscious purposeful activity aimed 
at maintaining and strengthening health in order to achieve the greatest efficiency and produc-tivity in the field of professional activity. Professional health is considered by the authors from 
the standpoint of a metasystem and activity approach, which allows not only to identify certain 
structural elements of this construct, but also to consider in detail the mechanisms underlying 
the formation of professional health of a specialist.

The study presents a systematic scientific and applied analysis of the main organizational and pedagogical conditions for designing a school development program, its support and implementation in the interaction of all participants in education field – the school's management team,  teachers,  students,  parents  (their  legal  representatives),  partners. The  author  identifies some organizational and pedagogical stereotypes and competence deficits in school management. The article presents the analysis of innovative vectors of state policy in the development of  education,  summarizes  the  best  practices  of  Vladimir  schools  for  their  successful  project implementation.

This article describes the concept of «educational environment» and its structure, considers the forms of creative activity as the most important component of the development and realization of the socio-cultural potential of the educational environment of the children's art school.