Abstract: The subject of this study is the educational needs of foreign students, the consideration of which should determine the design of education. Special attention is paid to cultural, educational, pedagogical, social, household and communicative aspects. The differences between the samples of first- and second-year foreign students for the construction of individual educational trajectories are analyzed. Special attention is paid to the relationship with a female teacher and a male teacher. The nature of relations among students is analyzed. The groups of needs of first- and second-year foreign students are structured.
In the empirical part of the study, a survey in the form of a questionnaire was used. The questions were formulated in accordance with the chosen theoretical model of adaptation. In order to increase the objectivity of the results obtained, the question of nationality was removed from the questions about personal data. The questionnaire was written in Russian and English. The results were processed using the statistical software package SPSS-23.0.
The main conclusions of the study are: in the second year of study, it is necessary not to reduce, but to activate tutor support. Insufficient awareness of students about the country of study is noticed. The urgency of the need for closer communication with your family is revealed. A high level of evaluation of relationships with teachers is needed. Foreign students are positive about interaction, but psychologically they do not fully realize it. For first-year students, the Russian language is important and therefore the sphere of communication and possible problems due to differences are updated. For foreign students of the second year of study, the fact of integration into the socio-cultural and educational environment of Russia is relevant.

Abstract: The article presents a theoretical analysis of approaches to the understanding of value orientations and mechanisms of their formation, reveals the impact of the educational process on the transformation of the complex value orientations of students - future teachers. The article presents the experience of designing the educational process of students in the direction of "Pedagogical education", aimed at promoting the development of value orientations of students - future teachers within the educational modules of the educational program. Particular attention in pedagogical design was paid to the peculiarities of applying the idea of affective area of B. Bloom's taxonomy of learning objectives and such mechanisms of value orientations formation as identification, empathy, individualization and reflection. D.A. Leontiev's "Meaning-Life Orientation Test" method was used to study the peculiarities of the complex of students' value orientations. The sample consisted of 84 students of "Pedagogical education" from the first to the third year. The results of the analysis of the data of the control study revealed positive dynamics in such indicators of value orientations as "satisfaction with the results of their life activities", "degree of independence", "degree of responsibility", "control over your life". Thus, the educational process, designed on the basis of such mechanisms of formation of value orientations, can be considered as a resource for the development of the value sphere of the personality of future teachers.

Abstract: In article results of empirical research of subjects of the education conducted in March-April, 2014 are analyzed. Selection was made by teachers of schools, teachers of higher education institution, graduates of schools, college and higher education institution. As object of research the rigidnost of subjects of education acted. The associativity of concepts openness/closeness – a rigidnost is analyzed. The parallel between openness of the person and his relation to innovations is drawn. On the basis of the dispersive analysis conclusions about a ratio of a rigidnost of teachers and a rigidnost of the being trained are drawn; communication of a rigidnost of subjects of education and the accommodation district (city/village), steps of education (school-college-higher education institution) is investigated. The technique acted as diagnostic tools "A Tomsk questionnaire of a rigidnost of G.V.Zalevsky" (TORZ). This technique allows to draw a conclusion not only on a rigidnost of the person, but also to analyse its compound components. As a whole the analysis is carried out on 8 scales: 1 . Scale of the general rigidnost; 2 . Subscale of an actual rigidnost; 3 . Scale of a sensitive rigidnost; 4 . Scale of an adjusting rigidnost. 5 . Rigidnost scale as states. 6 . Scale of a premorbidny rigidnost. 7 . Reality scale. 8 . Lie scale. Empirical research of a rigidnost of subjects of education allows to draw the following conclusions:1 . On all components of a rigidnost (TORZ) significant distinctions are received. In particular, at teachers level of a rigidnost is higher on four components (from six): general rigidnost (000); actual rigidnost (000); sensitive rigidnost (010); rigidnost as state (000).2 . The Rigidnost of subjects of education isn't connected with the district of their accommodation (city/village).3 . The hypothesis that "the rigidnost of graduates of educational institutions isn't connected with a step of education (school-college-higher education institution)" received confirmation partially. That is, statistically significant distinctions between selections were shown on scales: sensitive rigidnost (043); premorbidny rigidnost (017). Thus, selection "school students" on all scales showed the lowest points on rigidnost components. That on the one hand it is possible to characterize positively: school students are most open for the changes happening in their life. On the other hand, raises a question of influence of post-secondary education on formation of the fixed forms of behavior.Thus it should be noted that this analysis is considered as primary. The received results have to be put in a formulation of the following hypotheses, so and research continuation. Declared system approach demands the analysis of a phenomenon of openness in system of the interconnected features of the person, as allows to come nearer, in particular, to disclosure "the nature and mechanisms of innovative behavior" that is especially important in an education system.