The article discusses the changes in the content of training programs for primary school teachers in the context of the modernization of pedagogical education related to the requirements of the professional standard of a teacher. In order to strengthen the practical orientation of training of future elementary school teachers authors propose a model of basic networking systems included in the training process: system of vocational training and system of higher professional education. In the analysis of professional standard "Teacher" were marked out labor actions for each of the labor functions (training, development) and determined the delta at the levels of higher education (bachelor degree and magistracy). To ensure the formation of labor actions of students according to the professional standards of the teacher the authors of the article in relation to them formulated and theoretically substantiated the hypothesis about the content of the activities of students and educational outcomes of students, which are formed in the course of training in higher school and in practice at the school.
integration, continuous pedagogical education, practical orientation training, professional standards, labor actions.
Модернизация системы педагогического образования предполагает подготовку и повышение качества профессиональной деятельности педагогических работников нового типа, способных осуществить принятую стратегию модернизации системы российского образования и эффективно участвовать в реализации основных образовательных программ общего образования в соответствии с требованиями Федерального государственного образовательного стандарта (ФГОС) и профессионального стандарта «Педагог».
Новые требования, предъявляемые к качеству школьного образования, выраженные в федеральных государственных образовательных стандартах, профессиональном стандарте «Педагог», концепции модернизации педагогического образования, диктуют изменения в организации содержания и технологий подготовки учителей начальных классов. В соответствии с техническим заданием по Государственному контракту [1] и концепцией модернизации педагогического образования, по мнению ее идеологов В.А. Болотова, И.Д. Фрумина, В.В. Рубцова, А.Г. Каспаржака, А.Л. Семенова и др., результатами реализации проектов новых модульных ОПОП будет усиление практической направленности образовательных программ подготовки учителей на основе сетевого взаимодействия образовательных организаций (ВПО, СПО, НОО).
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