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Abstract: Matching the content of the Professional Standard of the Pedagogue with the Federal State Educational Standards of higher education is one of the urgent tasks in the socio-cultural sphere today. The correspondence (at the present moment – incorrespondence) between the competences developed in future teachers in higher school education and the labor skills as a criterion of professional mastery of a teacher presents a special problem in this sphere. The given paper analyzes this situation in the context of pedagogical interactions which have always constituted the basis of the educational process and the contacts between the participants of this process. The problem lies in the fact that the Federal State Educational Standards of higher education in the area “44.03.01 Pedagogical Education” realized at present do not address pedagogical interaction either in the tasks, or kinds of professional activity, or the competences of the future pedagogues, or the list of the recommended disciplines in the curriculum, etc. In contrast, the definite analysis of the Standard in the area “44.03.02 Psycho-pedagogical Education” reveals ample reference to “interaction”. It therefore means that the pedagogue-psychologist turns out to be better prepared for organization of education and inclusion in various situations connected with psycho-pedagogical contacts and interaction than the pedagogue trained in the pedagogical education proper. That is why it is necessary to include pedagogical interaction in the content of training future pedagogues while designing the new generation standards. The tasks of the pedagogy of interaction should include the following: definition of the strategy and tactics of organization of pedagogical interactions in the modern educational process taking into account the changing socio-cultural situation; creation of the data base including the methods and techniques of interaction between the subjects of education corresponding to the innovative approaches in the modern educational space (interactive and distance learning, partnership relations in education, etc.). This will facilitate further development of pedagogical interaction as an urgent phenomenon of the education process.