. Professional deficiencies of teachers working in psychological and pedagogical classes

We consider the types of professional deficits of teachers working with students of psychological and pedagogical classes. The research purpose is systematization and assessment of professional deficits of these teachers. We define professional deficits as a subjective difficulty (stoppage) in professional competence, which prevents the effective implementation of professional actions. The main issue of teachers' professional activity is the insufficient correlation of personal and professional qualities with the working conditions in psychological and pedagogical classes and the students’ structure. Based on the survey among teachers, systematized deficits types, their features and ways of developing missing competencies are: methodological deficits associated with a lack of knowledge in subject being taught, teaching methods; difficulties in providing individual and personalized approaches to students; difficulties in applying learning technologies in psychology classes, using tools for objective assessment of educational results, organizing project and research activities of high school students using various forms of cooperation; lack of skills to effectively plan class time based on the pace of students' activities; low self-assessment of their competencies in working with this category of students. The scientific novelty consists in clarifying the personal and professional characteristics of teachers, their personal and professional readiness to work with high school students in psychological and pedagogical classes. The use of the obtained data allows teachers selection for work in these clas-ses.