Vitvitskaya L.A., Miroshnikova D.V.
DEVELOPMENT OF THE BACHELOR'S CREATIVITY IN PEDAGOGICAL PRACTICE ^{[№ 10 ' 2017]}
The need of modern society in a new teacher, ready for the development of innovative educational technologies, to the constant search for new forms of education, actualizes the importance of developing creativity as a professionally significant quality of the teacher's personality, which determines its success, relevance, competitiveness and professional development potential. The search for the conditions for the development of the creativity of the higher education school begins with the content of the Professional Standard of the Teacher and the Federal State Educational Standard of Higher Education of the Generation 3+, in which the creative activity and the creative competence of the bachelor are determined. Creativity of the teacher is manifested in professional activities based on various types of pedagogical interaction, solving creative tasks at the methodological, pedagogical, educational, educational and innovation levels. The potential of pedagogical practice in the development of creativity is determined: first, the content of competences that the bachelor must master in the process of pedagogical practice; secondly, the research, design and analytical activities implemented by the bachelor in pedagogical practice; thirdly, the development of pedagogical thinking and cognitive creative activity of bachelors at the expense of obtaining the primary experience of professional pedagogical activity. Development of the bachelor's creativity in the process of pedagogical practice provides the following components: organizational, vocational-motivational, methodological-theoretical, methodical-practical, purposeful interaction, creative, reflective and action-oriented. They together create a set of conditions for the development of cognitive, activity and motivational indicators of the bachelor's creativity in pedagogical practice. One of the means of development of the bachelor's creativity is the solution of creative methodical and professionally oriented tasks aimed at developing methodical thinking and actualization of professional self-awareness, which together provided the development of the bachelor's creativity in the process of pedagogical practice.

Vitvitskaya L.A., Studenikina O.V.
IMPLEMENTATION OF DISTANCE LEARNING IN INCLUSIVE EDUCATION ^{[№ 12 ' 2016]}
Currently, the national education system, there are significant changes related to political, socio-cultural changes in society. Particular importance acquired the issues that relate to the system of educational services, ensuring the development of children, regardless of their health status and social position. In the context of educational reforms especially acute question of the significance of the introduction of inclusive education. Teaching a child with disabilities is one of the important problems, the solution of which depends on the further formation in the life of such a person. Article twenty-fourth of the UN Convention “On the Rights of Persons with Disabilities”, which Russia signed in 2008, states that in order to implement the right to education, States Parties shall ensure an inclusive education system at all levels and training throughout a person's life. Inclusive education provides an organization of the educational process, in which all children, regardless of their physical, mental, and other features are included in the mainstream education system. In the process of work with children need to establish such cooperation, in which the occurrence happens emotionally-semantic and positional contact. The most important for learning in the classroom is its interaction with the teacher. This interaction is specific educational space, is filled with a special psychological content for each student. Effective means of implementation of inclusive education is distance education.

Vitvitskaya L.A., Kuznetsov V.V.
FEATURES INNOVATIVE TECHNOLOGIES IN THE HIGHER PEDAGOGICAL EDUCATION ^{[№ 11 ' 2015]}
Changes in the quality of higher teacher education is defined in many ways according to scientists in the field of teacher education the presence of theoretical propositions on the theory and methodology of Educational Innovation innovative pedagogical technologies. The severity of the scientific problem is that so far not found the answer to the question: what should be the innovative technologies that would enable Russia to modernize higher pedagogical education. To this end, on the basis of the Orenburg State University at the Faculty of Humanities and Social Sciences has made experimental work devoted to the study of innovative technologies and features used in the teaching of pedagogical disciplines of students — undergraduate training. It was assumed that the introduction of the learning process described in the article of innovative technologies, would greatly improve the quality of teacher training bachelors. The authors suggested: innovative technologies in the form of practice-oriented research to improve the efficiency of the educational process in higher educational schools; methodology and methods of use of innovative technologies; diagnostic tools for assessing the effectiveness of the research of innovative technologies. The authors have been proven: the legitimacy of the use of innovative technologies in the teaching of pedagogical disciplines in the higher pedagogical school; productivity and prospects use of information technology. Carried out experimental work allows, first, to say that the dynamics of improving the quality of teacher education is largely determined by the availability of effective innovative technologies, and secondly, the process of teaching of pedagogical disciplines in many ways enriched through the use of innovative technologies proposed by the authors.

Vitvitsky Л.А.
COMPETENCE APPROACH IN UNIVERSITY EDUCATION ^{[№ 11 ' 2011]}
The article deals with theoretical aspects of research competence approach in higher education, which were the basis for studying the problem of interaction between the subjects of the educational process, review of models of subject-subject interaction.

Vitvizkaya E.A.
THE TEACHER’S ATTITUDE IN THE COURSE OF INTERACTION WITH THE STUDENTS ^{[№ 9 ' 2009]}
The article examines professional attitudes of a today college tutor, which effect the process of development of educational interaction and its subjects.

Vitvitskaya L.A.
INTERACTION OF SUBJECTS OF EDUCATIONAL PROCESS ^{[№ 10 ' 2005]}
In the article the theoretical aspect of subject - subjective interaction in educational process is examined. Interaction – is a central part of educational process which expands the opportunities of training, forms skill to cooperate. Interaction assumes change not only in activity, relations, but also in the cooperating parties. These changes occur as for the account of "appropriation" of the public essence made in subjects and ways of operating with them, and through familiarizing with alive carriers of human experience, what other people are. And it means, that constant creative, spiritual enrichment of teachers is the important precondition for creative pedagogical interaction with trainees.