The article looked at some of the research on the formation of pedagogical activities in the training of Russian students. V. M. Shukshin Humanitarian School was established within the Philological Department of Biysk Pedagogical State University for this purpose. The Humanitarian School's event potential was demonstrated by the identified educational effects. The term "educational event" was defined based on the empirical analysis. Explicit parts of the academic movement, on which instructive occasion needed to impact, were recognized as subjectness, sense-esteem mentalities, the significance of educational action, individual activity, and self-reflection over academic action. Conditions for educational movement development in understudy preparing were determined: participation in the planning process, initiation of their actions by the instructor, selection of a participation or inactivity position, and self-reflection regarding their pedagogical activity The hypothesis that educational events improve student preparation for pedagogical activity was supported by the article.

The perception of competency became a crucial factor in the creation of regulatory documents for educational institutions of all levels as a result of the spread of a competency-based approach to education and its active implementation in the educational process. Competencies became the focus of research in a variety of scientific fields as a result. In Russia, approximately 500 dissertations on the experience of skill were published. New scientific analysis contributed to the development of new training and specialization areas, which necessitated the justification of new competencies. The conditions for summarizing and systematizing some results were created by the trend. The work of analysis investigates the feeling of competence in relation to various scientific fields. The sensation is interpreted by the authors of this analysis within the framework of pedagogical hermeneutics, taking into account factors like the intended audience, the type of competency, its content, and its actualization. The researchers attempted to provide a description of the quality of the educational process for the formation and development of competencies and proposed some methods for categorizing the variety of competency types.