The article is devoted to the problem of formation and development of research competencies, which, according to the authors, are necessary for the successful professional activity of a teacher of secondary vocational education. The purpose of the article is to identify the lack of research competencies among teachers of vocational training and determine the direction of development of research activities (RA) in the field of secondary vocational education. In order to achieve this goal, a survey was conducted using an online survey developed based on GoogleForms tools, and methods of statistical processing of research data were applied. The article presents the structure and types of research activities of a teacher of secondary vocational education, the results of an empirical study that allowed us to assess the degree of formation of professional competencies of teachers and their readiness to implement the RA. The authors offer practical recommendations for filling the deficit of research competencies in teachers of vocational training.

The article substantiates the need for systematic work to reduce the harmful influence of the human factor, offers a model of psychological and pedagogical support of professionally important qualities and competencies that ensure the safety of professional activity. Also, on the basis of theoretical analysis, a list of professionally important qualities that are universal for professions associated with the risk to life and health of people is allocated

The article presents the results of a comprehensive study of the scientific foundations of vocational pedagogical education as a system of training teachers for the professional educational sphere. The authors determined the basic theoretical and methodological provisions. Organizational and pedagogical foundations are included in the system, including ideas, principles, conditions for the functioning and development of professional‐social‐ pedagogical education.

Based on the analysis of the problems of modern career guidance, as well as the experience of their practical solutions, the article presents a multi-level model of career guidance, where the key role of the moderator is assigned to universities and colleges.

По данным Росстата уровень использования производственной мощности машиностроительных предприятий составляет в среднем 30 %. Одной из причин этого является недостаточный уровень компетентности рабочего персонала. Зачастую вновь приобретенное оборудование простаивает или приходит в негодность из-за непрофессионального обращения. Нередко возникают ситуации своего рода «кадровой монополии», когда работники, самостоятельно освоившие оборудование, всеми способами ограничивают к нему доступ коллег и не раскрывают «секретов мастерства».

Background. Due to the entry of Russian colleges into the federal project “Professionalitet”, the implementation of educational programmes of vocational education in previously known ways is no longer possible. Updated principles of professional training, deadlines, and focus on close interaction with participants of the real sector of the economy require a qualitatively different approach to the educational process. Methods. Analysis of literature and international educational practices based on new approaches to the content of professional and pedagogical education and organisational forms of its implementation: agile technologies, cognitive science and neuroeducation principles. Results. The features and possibilities of practical applying provided conceptual ideas into the practice of personnel professional programmes training are shown. A successful implementation can be seen on the example of an educational programme on thinking formation Accelerator and an educational platform Pedagogical literacy classes based in Russian State Vocational Pedagogical University. Practical significance. The presented experience can be used for future teachers of vocational education training, as well as for the formation of pedagogical competence in personnel