Shkerina Lyudmila Vasilyevna
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof. of the Department of mathematics and methods of teaching mathematics, Astafiev V. P. Krasnoyarsk State Pedagogical University, shkerina@mail.ru, Krasnoyarsk
Keiv Maria Anatolievna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department of mathematics and methods of teaching mathematics, Astafiev V. P. Krasnoyarsk State Pedagogical University, mkejv@yandex.ru, Krasnoyarsk

Design of Master’s Programs in the Fields of Training 44.04.01 – Pedagogical Education in Transition to the Fses Hi 3++

Educational practice as a component of master’s programs in the field of training 44.04.01 – Pedagogical education has not been studied enough, although it has a great potential for the building of students ‘ competencies in the process of theoretical training. It is allowed to state a research problem. This problem consists in determination of didactic potential of the training practice and the modalities for its implementation to improve the impact of competency building of future Masters’ in the process of theoretical study due to realization FSES HI 3++. The aim of the article is to define design principles and to develop a model of the Master’s program for training teachers, through the integration of theoretical learning and learning practice. Methodology. The methodological basis of the study is based on dual, competence-based and contextual approaches to learning. The study uses methods of analysis of special literature and regulatory documents, pedagogical modeling and designing. Main results. The main principles of designing educational Master’s programs in the fields of training «Pedagogical education» are formulated and justified: modularity, duality, disciplinary and practical integration, variability, and context. Based on these principles, the authors created an Exemplary Main Education Program, which is presented in the Register of Exemplary Basic Educational Programs of Higher Education (draft programs).
dual approach, integration, educational modules, theoretical training, educational practice

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