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Student
Title
Supervisor
Faculty
Educational Programme
Final Grade
Year of Graduation
Yulia Kashirskaya
The Model of Pedagogical Practice in the Renewed Educational Process of the Pedagogical University
Education Administration
(Master’s programme)
2017
Pedagogical practice plays a key role in the professional development of an undergraduate student. At the same time, teaching practice is often considered to be a set of practices, included in the educational process.

The aim of this work is to develop an educational programme module of teaching practice ensuring the development of educational skills of an undergraduate through the implementation of working action in accordance with professional standards and requirements of the specialization as a technologist, researcher and communicator, as stated in the model of organization of the educational process VPO "UlGPU named after . I. Ulyanov" (for example, the profile of "Mathematics" with an extended profile "Computer science"). The paper presents an educational programme module "Practice" in which practice is shown not as separate elements of the basic professional educational programmes but as a system. Teaching practice becomes the course of students’ development that reflects the professional growth. Practices are connected in "Practice" module through assessment procedures implemented at the end of each type of practice. Checking system allows the student to demonstrate the educational level and the results at the end of each practice and gives access to the next practice.

We suggest an idea of a mechanism for the projection of educational results which will combine the professional standard "teacher", the federal state educational standards of higher education and general education model and the organization of educational process of pedagogical university.

The proposed mechanism of educational results can be used in the formation of practices and disciplines of educational programmes. The educational program module "Practice" can serve as a basis for the formation of the training practices of other profiles of pedagogical specialty.

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