Педагогика

Introduction. Pedagogical literature played an important role in the development of preschool pedagogical science and practice in the 19th century. The pedagogical bibliography became a tool ensuring the effectiveness of the impact of literature, the tasks of which included the systematization of pedagogical literature, its organization and presentation in appropriate indexes. Thus, the analysis of its origin and development is an important part of the history of preschool pedagogy. Theoretical analysis.

Introduction. The article is devoted to the consideration of methods of countering the falsification of history in the process of teaching at a pedagogical university. The scientific novelty lies in the fact that at a pedagogical university the emphasis is made on the learning process and the training of future teachers of history and social studies. In recent decades, the falsification of history has become not only the initiative of individual unscrupulous researchers, but also a purposeful policy of the states unfriendly to Russia.

Introduction. The relevance of the article is determined by the state strategy of individual development of the younger generation, the orientation of the modern education system to personalized learning. Theoretical analysis allowed us to conclude that in the last decade there has been an increase in the interest of the scientific community in the problem of personalization of young people education and ensuring psychological safety of the individual.

Introduction. Creating conditions for every citizen to receive a quality education is one of the priority government tasks. One of the ways to solve this problem is the inclusive transformation of education. At the same time, in pedagogical science there is a problem of insufficient theoretical and methodological justification for the formation and development of inclusive education, which leads to a variety of inclusive educational practices and sometimes their low effectiveness. Theoretical analysis.

Introduction. The problems of development and renewal of domestic higher education as a professional one are caused by the increasing demands of the state and society for training highly qualified workers for any sphere of public production. Variable demands from employers for qualified workers with transprofessional competencies exacerbate the problems of updating the content and process of teachers' professional training.