44.03 05 teacher education profiles. Pedagogical specialties

A graduate who has received the qualification "bachelor" in the direction of training must be ready for pedagogical and cultural and educational professional activities:

Bachelor in the field of study 44.03.05 Pedagogical education (with two training profiles) should be able to solve the following professional tasks in accordance with the types of professional activity:

pedagogical activity:

Studying the opportunities, needs, achievements of students in the field of education;

Training and education in the field of education in accordance with the requirements of educational standards;

The use of technologies that correspond to the age characteristics of students and reflect the specifics of subject areas;

Organization of interaction with public and educational organizations, children's groups and parents (legal representatives), participation in self-government and management of the school team to solve the problems of professional activity;

Formation of the educational environment to ensure the quality of education, including the use of information technology;

Ensuring the protection of life and health of students during the educational process;

project activity:

Designing the content of educational programs and modern pedagogical technologies, taking into account the peculiarities of the educational process, the tasks of educating and developing the personality through the taught subjects;

Modeling individual routes of education, upbringing and development of students, as well as their own educational route and professional career;

research activities:

Setting and solving research problems in the field of science and education;

Use of scientific research methods in professional activities;

cultural and educational activities:

Study and formation of the needs of children and adults in cultural and educational activities;

Organization of cultural space;

Development and implementation of cultural and educational programs for various social groups.

A graduate who has received a bachelor's degree in the field of study 44.03.05 Pedagogical education (with two training profiles) in their professional activities should be guided by:

the Constitution of the Russian Federation;

Laws of the Russian Federation, Decisions of the Government of the Russian Federation and governing bodies of the domestic education system;

Convention on the Rights of the Child.

The graduate must have the following competencies:

OK-4 - the ability to communicate in oral and written forms in Russian and foreign languages ​​to solve problems of interpersonal and intercultural interaction;

OK-6 - ability to self-organization and self-education;

OK-7 - the ability to use basic legal knowledge in various fields of activity;

GPC-1 - readiness to be aware of the social significance of one's future profession, to be motivated to carry out professional activities;

GPC-4 - readiness for professional activity in accordance with regulatory legal acts in the field of education;

GPC-5 - possession of the basics of professional ethics and speech culture;

GPC-6 - readiness to ensure the protection of life and health of students;

PC-1 - readiness to implement educational programs in academic subjects in accordance with the requirements of educational standards;

PC-2 - the ability to use modern methods and technologies of training and diagnostics;

PC-4 - the ability to use the possibilities of the educational environment to achieve personal, meta-subject and subject learning outcomes and ensure the quality of the educational process by means of taught subjects;

PC-6 - readiness to interact with participants in the educational process;

PC-11 - willingness to use systematized theoretical and practical knowledge for setting and solving research problems in the field of education;

SPK-1 - possesses psychological-pedagogical, medical-biological, organizational and managerial knowledge and skills necessary for teaching motor actions and improving the physical and mental qualities of students;

SPK-2 - uses the value potential of physical culture to form the foundations of a healthy lifestyle, interest and need for regular exercise and sports;

SPK-3 - ready for the implementation of physical culture and recreation, health and rehabilitation, sports, professional and applied and hygienic tasks;

SPK-4 - is able to assess the physical and functional state of students in order to develop and implement individual health and development programs that ensure the full implementation of their motor abilities.

Bachelor in the direction 44.03.05 Pedagogical education (with two training profiles), the profile "Physical Education and Additional Education (Sports Training)" must have an idea:

On the role and place of physical culture and sports in ensuring the health of the nation and promoting the socio-economic development of society;

On the basics of information technology support for education, science and technology;

On the design, construction, operation of objects of physical culture and sports activities, costs and sources of financing;

On the principles of organizing labor processes in the field of physical culture and sports, the methodology for calculating the necessary resources for the performance of work, on monitoring the quality of work;

On the procedure for the development, adoption and implementation of management decisions in the process of professional activities of a physical education teacher and a sports coach;

On the basics of labor legislation, methods of organizing, remunerating and rationing labor, assessing the working conditions of a specialist in physical culture and sports;

On the integration processes of science-production, science-education, interdisciplinary connections in the educational process;

On the patterns of formation of professionalism;

On the prevention and correction of habits that are harmful to health, on protection from the adverse effects of the social environment, on dangerous and emergency situations of natural, technogenic and social habitats;

On the legal, normative-technical and organizational bases of life safety.

must know:

The main stages in the development of the system of physical education of their people in the context of the development of world culture;

Aesthetic, moral and spiritual values ​​of physical culture and sports;

Didactic patterns of physical education:

Methods of recreational physical culture and sports activities with different groups of the population;

About the age-sex regularities of the development of physical qualities and the formation of motor skills;

Anatomical-physiological, hygienic and psychological-pedagogical foundations of physical education;

Methods and organization of complex control in physical education and physical training;

Methods of organizing and conducting a lesson in physical culture;

Fundamentals of methodological activity in the field of physical culture;

On the biological nature and integrity of the human body; anatomical and physiological features of the body of children, adolescents and adults;

On the relationship of physical activity and the functional capabilities of the body;

About functional disorders and their correction in different periods of ontogenesis;

Scientific-theoretical and applied bases of children's and youth sports and sports of the highest achievements;

On the essence and content of the professional activity of a coach;

should be able to:

Formulate specific tasks in the physical education of various groups of the population and in sports training for various contingents of athletes;

Plan and conduct the main types of physical culture and recreation activities with children of preschool and school age, adults, taking into account sanitary and hygienic, climatic, regional and national conditions:

Evaluate the effectiveness of physical culture and sports activities;

To carry out medical-biological and psychological-pedagogical control of the state of the body in the process of conducting physical education classes using instrumental methods;

Plan and conduct the main types of training sessions for the chosen sport, taking into account the stage of sports training and the features of the mesocycle;

Plan and implement measures to prevent injuries and provide first aid;

Use various means and methods of physical rehabilitation of the body;

To form the needs for physical exercises of children and adults, their physical activity and a healthy lifestyle;

To form the needs of various contingents of the population for practicing a chosen sport, to carry out its popularization;

Conduct research and methodological work on the problems of physical education, health-improving physical culture, sports training;

To carry out consulting activities on the organization and conduct of individual and collective physical education classes and training sessions in a sport with people of different ages;

In the process of self-education and self-improvement, master new types of physical culture and sports activities;

Apply the skills of scientific and methodological activities to solve specific problems that arise in the process of conducting physical culture and sports activities;

Apply methods of medical and pedagogical control in specific situations of professional activity;

Provide first aid in case of accidents and injuries in the process of performing physical exercises;

Determine the causes of errors in the process of mastering motor actions and development of physical qualities by trainees and select methods for their elimination.

must own:

Technology of teaching various categories of people to motor actions and developing physical qualities in the process of physical education and sports training;

Technique of speech (professional language) in the process of physical education and training sessions, to possess the skills of communication, educational and consulting work, to correctly express, reasonably substantiate various provisions;

Skills of rational use of educational and laboratory equipment of audiovisual means, computer equipment, training devices and special equipment in the process of various types of physical culture and sports;

By means and methods of forming healthy lifestyle skills, the ability to use physical exercises, hygienic and natural factors for the purpose of recovery and physical improvement.

SECTION 2 PROCEDURE FOR CARRYING OUT THE STATE FINAL CERTIFICATION

The types of final attestation tests of graduates in the direction of training 44.03.05 Pedagogical education (with two training profiles), the profile "Physical culture and Additional education (Sports training)" include:

Interdisciplinary state exam (decision of the Academic Council of the Institute of Physical Culture, Sports and Health, protocol No. 3 dated November 25, 2014);

Defense of the final qualifying work.

Students who have successfully completed in full the development of the main educational program of higher professional education, developed in accordance with the requirements of the federal state educational standard in the direction 44.03.05 Pedagogical education (with two training profiles), are allowed to the final attestation tests.

To ensure the work of the state examination commission, the secretary of the SEC prepares the following documents:

Orders on the composition of state examination commissions;

Orders on the admission of students to the final state certification;

Schedules of state exams, consultations and schedules for the defense of final qualification works, approved in the prescribed manner;

Consolidated examination sheets;

Exam tickets approved at the meeting of the Academic Council of the Institute;

Summary statements on the implementation of the curriculum by students;

Books of minutes of the meeting of state commissions on the admission of final exams, the defense of final qualifying works and the assignment of a degree (qualification).

SECTION 3 PROGRAM OF THE STATE

INTERDISCIPLINARY EXAM

The final interdisciplinary exam includes questions that reveal the theoretical and methodological, psychological and pedagogical, biomedical, organizational and managerial aspects of physical culture and sports, as well as practice-oriented tasks, which together allow assessing the level of formation of general professional and special competencies, professionally significant personality traits of graduates and their readiness for the most complete implementation in the chosen field of professional activity.

The final interdisciplinary exam includes the following assessment tools:

1) tasks for assessing the knowledge component of learning outcomes (answers to questions, standardized tests);

2) tasks aimed at assessing the readiness of students to solve the problems of future professional activity (tasks, projects in the field of educational and methodological activities, tasks of educational or pedagogical practice).

3.1 Volumetric requirements that reveal the theoretical and methodological, psychological and pedagogical, medical and biological, organizational and managerial aspects of physical culture and sports, an approximate list of questions and a list of references for preparing for an interdisciplinary exam

Theoretical-methodical, psychological-pedagogical and organizational-administrative bases of physical culture and sports. Introduction to the subject. Starting concepts of the theory of physical culture. Subject contours of the theory of physical culture. Concepts partially coinciding and mixed with the concept of "physical culture" (a concise analysis and formulation of the defining meaning of these concepts).

The subject and place of the general theory of physical culture in the system of related scientific and educational knowledge. Problem "blocks" of the general theory of physical culture. Levels of the system of specialized scientific knowledge about physical culture according to the degree of generalization and specific application. The role of the general theory of physical culture in the system of higher professional physical education.

The system-forming beginnings of the society's physical culture practice and their implementation in the domestic system of physical culture.

Physical culture as a social phenomenon. Its social functions and forms. Characteristics of the specific functions of physical culture.

General foundations of the theory and methodology of physical education . Means and methods in physical education. Principles governing the activities of physical education.

Teaching motor actions and education (development management) of physical abilities are specific aspects of physical education; their features, unity and organic connection with other aspects of the holistic process of education. Fundamentals of teaching motor actions. The structure of the process of learning motor actions and the logic of its stages, their characteristics.

Methodological features of education of motor-coordinating and power abilities, flexibility, speed, general and special endurance.

Directed impact in the process of physical education on posture, flexibility and some components of the physique. Tasks solved in the process of physical education to ensure the formation, prevention and correction of posture disorders.

Regulation of body weight during exercise. Ideas about the criteria for normal weight and proportionality of bodily volumes at various stages of the age development of the body.

Tasks for optimizing body weight, the ratio of partial components of its mass and volume.

The relationship of various aspects of education in the process of physical education.

Forms of building classes in physical education. Planning and control in physical education. Features of the forms of classes of lesson and non-class types. Types of lessons in physical education. Features of setting and implementing tasks in lesson classes. Simple and complex lesson structure. Ways of distributing material and organizing the activities of those involved in a physical education lesson (“circular”, “linear” methods; “frontal”, “group”, “individual” methods, etc.). Rules for rationing and regulating the load in lesson classes. Pedagogical analysis of the lesson.

Distinctive features of after-hours lessons in physical education (independent individual lessons, independent group lessons, competitions, etc.).

concept planning in physical culture. Basic aspects of planning. Types of planning - prospective, staged (by stages, quarters, semesters, etc.) and operational.

The control. The concept of control in the process of physical exercise. Objects of pedagogical control; the initial data necessary for planning and rational construction of classes; data on the nature, volume and intensity of impacts carried out in the process of physical exercises; data on the immediate, trace and cumulative effects of training.

Self-control as a necessary condition for the effectiveness of physical education. The main indicators of self-control, the method of its registration and analysis. The unity of pedagogical, medical and self-control in the process of physical exercises.

The social significance of physical culture in the system of education of children of early, preschool age and youth of school age.

The social significance of physical culture and sports in the formation of a healthy lifestyle of students, young and mature people. The meaning, purpose and main tasks of students' physical culture.

Methods of classes with students with deviations in the state of health, according to adaptive physical culture.

Introduction to the theory of sports. Features of the subject of the theory of sports. General characteristics of the athlete's training system. Basic concepts related to sports; sports in the narrow and broad sense of the word; athlete training, athlete training system, sports training, sports activities, sports movement, etc.

Characteristics of the functions of sport in modern society: prestigious; competitive-reference; heuristic-achievement; personality-oriented education, training and development; recreational and recreational; emotional and spectacular; communicative; economic, etc.

The main aspects of the athlete's training (content and basics of the methodology). Preparation of an athlete as a long-term process (main stages and stages). Planning, control and accounting in the preparation of athletes. The defining direction in the formation of an athlete as a person. Special mental preparation of an athlete for extreme training loads and responsible competitions. Intellectual preparation of an athlete. Technical and tactical training of an athlete. Specific content of physical training; its role, subsections and correlation with other sections of the athlete's training.

General characteristics of the main stages of the long-term process of doing sports. Social and biological factors that determine the features of sports training at various stages of a long-term path of sports improvement.

Modern approaches to predicting sports results, developing "model characteristics" of an athlete and programming his long-term training. Objects of coaching control and self-control of an athlete. Features of the current and phased control in the process of training an athlete.

The method of teaching the subject in the content of the training of a physical education teacher. Basic concepts of discipline. The function of discipline in the professional training of a physical education teacher.

Physical culture is an academic subject in the system of general and vocational education. The place and significance of the subject "Physical culture" in the content of general education. Basic concepts of the subject "Physical culture".

Federal state educational standard of basic general education as a tool for social management of school development. Conceptual foundations of the Federal State Educational Standard. Strategic goals of education. Methodological foundations of the Federal State Educational Standard.

Purpose, tasks, and content of the subject "Physical culture". Characteristics of the complex program "Physical culture": blocks, sections, topics, didactic units. The variability of the content of education in the subject. Differentiation of the content of the education of the subject by levels and years of study.

The pedagogical system of the educational process of the subject. A systematic approach to the construction of the educational process in the subject "Physical Education".

Didactic processes, typical structure and mechanisms of action of didactic processes in the subject "Physical culture". Features and requirements for the pedagogical activity of a teacher of physical culture. Psychological-physiological and pedagogical foundations of didactic processes.

Lesson in the structure of didactic processes in the subject. Formation and development of forms of organization of the educational process in the subject. Distinctive features of a lesson from other forms of organizing physical exercises in a secondary school. Classification of lessons. The content and structure of a physical education lesson in a general education school. Forms of organizing the activities of the teacher and students at the lesson of physical culture. Requirements for the lesson of physical education at school.

Didactic interaction of the teacher and students at the lesson of physical culture. Pedagogical communication as a form of interaction between teacher and student. Essence and style of pedagogical interaction. Approaches to the definition of "style of pedagogical communication". The specifics of pedagogical communication in physical education lessons. Factors that increase the effectiveness of pedagogical communication in the classroom. Forms of organization of interaction between the teacher and students at the lessons of physical culture. The choice of forms for organizing the interaction between the processes of "learning" and "teaching" based on the characteristics of the age of students, goals, objectives, lesson content and other factors. Content, structure and technology of teacher preparation for physical culture lesson. Designing a physical education lesson.

Technological approach to the educational process in the discipline "Physical culture". Technology of teaching the subject "Physical culture" in a secondary school. The content of the methodology of the subject "Physical culture". Components of the technology of the educational process: goal-setting, selection, programming, stimulation and motivation, operational-activity, evaluative-analytical.

Features of the psychology of physical education and sports. The subject of psychology of physical education and sports. Pedagogical orientation of the psychology of physical education. Distinctive and common features of the psychology of physical education and the psychology of sports. Tasks of the psychology of physical education and tasks of the psychology of sports.

Psychological approaches: activity, personality.

Activities in physical education and sports. Features of activity in physical education and sports: specific conditions, goals, motives, means and results. The structure of sports activities. Psychological systematics of sports.

Psychological features of the development and functioning of cognitive processes in physical education lessons. Feeling. Perception. Attention. Thinking. Memory. Imagination.

Factors of increasing the activity of students in the lessons of physical culture. Cognitive and motor activity of a schoolchild during physical exercises. Interest in physical culture as a factor in increasing the activity of students.

Activities of a physical education teacher. Functions of a physical education teacher. Features of the conditions of activity. Abilities and skills of a physical education teacher. Personal and professional psychological features of the teacher.

Schoolchild as a subject of educational activity. The concept of the subject of activity. Age features of the manifestation of the subjective qualities of schoolchildren: the motivational sphere, the emotional sphere, the volitional sphere. Self-awareness of the student. The concept of individuality.

Psychological characteristics of sports activities. Psychological support of trainings and competitions. Psychological preparation: general and special preparation for competitions. Fundamentals of planning the psychological preparation of athletes for competitions.

Psychological features of motor skills. Stages of motor skills formation. Motor sensations. specialized perceptions. Representations in motion control.

Mechanisms of mental state regulation: emotional and volitional regulation. Precompetitive mental states. Reasons for the dynamics of precompetitive mental stress.

Psychological features of the coach's personality. Personal qualities of a coach. General pedagogical requirements. Special requirements for coaching. Modern coach as a creative person.

The meaning and methods of researching the personality of an athlete. Methods for studying the structural components of the athlete's personality. Psychodiagnostics of mental processes, mental states and mental properties. The study of the athlete's personality in the system of social relations. Psychological requirements for selection in sports.

Fundamentals of psychological support for training and competition. Components of the psychological support of sports activities: psychodiagnostics, psychological, pedagogical and psychological recommendations, psychological preparation, management of the state and behavior of an athlete. Psychological features of sports competition.

Psychological support of trainings and competitions. Psychological preparation: general and special preparation for competitions. Socio-psychological climate in a sports team. Fundamentals of planning the psychological preparation of athletes for competitions.

Psychoregulation and psychohygiene in sport. The concept of psychoregulation in sports. Methods of heteroregulation: conversation, persuasion, order, suggestion, hypnosuggestion, hardware and non-hardware methods of non-verbal heteroregulation. Methods of autoregulation: autogenic training, "naive" methods, simple methods, ideomotor training. The concept of mental hygiene in sports. Methods of psychohygiene: suggestion, hypnosuggestion, instrumental methods and psychopharmacological means.

Modern pedagogical science about the teacher and students, coach and athletes as the main participants in the process of education and training. Object and subject of pedagogy. Functions of pedagogical science: explanatory; transformative, applied, practical; prognostic.

Education, education, upbringing, training are the main pedagogical categories. Education as a backbone concept. The relationship between the concepts of "education", "upbringing" and "training": tradition and modern approaches.

Goal setting in education. Cultural and historical nature of the goals of education.

Documents regulating the content of education at the present stage. Legal support of the educational process: the Constitution of the Russian Federation, the Law on Education, the Law on Physical Culture and Sports, the Federal State Educational Standard, the Professional Standard of the Teacher (E. Yamburg), the Convention on the Rights of the Child, local acts, the model regulation on the educational institution, SanPins, the charter of the educational institutions, safety regulations. Educational standard, educational program and curriculum in the subject. The content of education and the content of learning.

Participants in the educational process. Child, family, teacher, state as the main participants in the process of education and training. The teacher as a person and his duties.

Education results. The ability to use moral standards and knowledge, skills, abilities, abilities in everyday activities.

Methods of pedagogy. Psychological and pedagogical foundations for studying the student's personality. Typical features of the personality of schoolchildren.

Children with disabilities and the implementation of health-saving technologies.

Methods of psychological and pedagogical study of a student's personality by a physical culture teacher: observation method, conversation method, questioning method, modeling method, testing method. Rules for the study of the student's personality.

Pedagogical conditions for organizing problem-based learning.

Methods of scientific research in pedagogy: analysis, synthesis, modeling, induction, deduction, idealization, thought experiment, comparison, generalization, ranking, classification, scaling, qualitative methods.

Educational institutions, organizations implementing sports training programs.

Direction of activities and organizational structure of institutions of additional education in the field of children's and youth sports.

The main features and functions of coaching activities: teaching (expert advisory; design; administrative; educational; representation; informational; cognitive (gnostic); seconding.

Professional knowledge and skills of the trainer: gnostic; constructive; organizational; communicative; creative research.

Legal, organizational, methodological, documentation support for the activities of a coach in a sport.

Professional function of a teacher: implementation of the Federal State Educational Standard; requirements for the preparation of programs for the formation of universal educational activities, academic subject, education and socialization of students, including their spiritual and moral development.

The professional function of a teacher: the upbringing and socialization of students is one of the most important areas for the implementation of the Federal State Educational Standard.

The professional function of the teacher: the implementation of student-centered learning, the implementation of individual curricula by the teacher; psychological and pedagogical support for each student; help the child develop his individual abilities and abilities.

The professional function of a teacher is to identify and support talented youth; organization of work with talented students and their support in the educational process.

The professional function of the teacher: correctional work of the teacher with students who have deviations in physical and mental development; implementation of health saving programs and inclusive education.

The professional function of the teacher is the constant study of students through the products of their educational and extracurricular activities.

Professional function of the teacher: organization of extracurricular activities of students in an educational institution and outside it; general principles for organizing events of various kinds and requirements for their conduct.

The professional function of the teacher: the implementation of counseling of students; tutoring in the activities of the teacher.

Professional function of the teacher: spiritual and moral education and development of students; implementation of the program of spiritual and moral development and education of students.

The professional function of the teacher: organizing interaction with the parents of students in order to develop the personality of the child and his pedagogical support; organization of individual and general consultative meetings of the teacher (class teacher) and parents of students.

Professional function of a teacher: maintenance of modern school documentation, general principles and rules; a list of documents related to the competence of the teacher (class teacher); requirements for their completion; electronic journal as a new form of teacher documentation.

The professional function of the teacher: the activities of the teacher in the school government, interaction with colleagues, the administration of the educational institution; principles and conditions for building favorable relationships aimed at the development of the child's personality.

Professional function of the teacher: optimization of relations between participants in the educational process; management of conflicts, the causes of their occurrence and the implementation of ways to resolve them; constructive self-management of the teacher's behavior in conflict pedagogical situations.

The professional function of the teacher: possession of the legal aspects of the teacher's activity, the development of legal acts and the system of norms regulating the teacher's activity.

Professional function of a teacher: providing psychological and pedagogical support and prevention of self-destructive behavior among adolescents; a comprehensive study of the personality of each teenager in order to recognize the self-destruction of the personality, including suicidal behavior; manifestation of attention, care and desire to help the teenager on the part of teachers; discussion with students of new books and films popular among teenagers on social topics; "arrangement of accents" by the teacher in the actions and deeds of the main characters; demonstration of the role of positive examples in the formation of love for life; explanation of the purpose of human life, its importance and significance for others; relieve emotional stress in a problem situation.

Professional function of a coach: implementation of the training process at the sports and health stage; implementation of the training process at the stage of initial training.

The professional function of a coach is the implementation of the training process, the management of the competitive activities of athletes at the training stage (the stage of sports specialization).

The professional function of a coach is to conduct training events and manage the competitive activities of athletes at the stage of improving sportsmanship.

The professional function of a coach is to conduct training events and manage the competitive activities of athletes at the stage of higher sportsmanship.

Professional function of a coach: preparation of a sports team of a constituent entity of the Russian Federation (by sport, sports discipline).

The professional function of a coach is to provide consulting support to coaches and athletes at all stages of sports training.

Professional function of a coach: organizing the work of coaches of a sports team of a constituent entity of the Russian Federation (by sport, sports discipline.

The professional function of a coach is to manage the replenishment of the reserve of the sports team of the constituent entity of the Russian Federation (by sport, sports discipline).

Approved

by order of the Ministry of Education

and sciences of the Russian Federation

FEDERAL STATE EDUCATIONAL STANDARD

HIGHER EDUCATION - BACHELOR IN THE DIRECTION OF TRAINING

44.03.05 PEDAGOGICAL EDUCATION

(WITH TWO TRAINING PROFILES)

I. SCOPE

This federal state educational standard of higher education is a set of requirements that are mandatory for the implementation of basic professional educational programs of higher education - undergraduate programs in the field of study 44.03.05 Pedagogical education (with two training profiles) (hereinafter, respectively - the bachelor's program, the field of study).

II. ABBREVIATIONS USED

The following abbreviations are used in this federal state educational standard:

OK - general cultural competencies;

GPC - general professional competencies;

PC - professional competencies;

FSES VO - federal state educational standard of higher education;

network form - a network form for the implementation of educational programs.

III. CHARACTERISTIC OF THE DIRECTION OF PREPARATION

3.1. Obtaining education under the undergraduate program is allowed only in an educational organization of higher education (hereinafter referred to as the organization).

3.2. Education under the undergraduate program in organizations is carried out in full-time, part-time and part-time forms of education.

The volume of the bachelor's program is 300 credit units (hereinafter referred to as credits), regardless of the form of study, the educational technologies used, the implementation of the bachelor's program using the network form, the implementation of the bachelor's program according to an individual curriculum, including accelerated learning.

3.3. The term for obtaining education under the bachelor's program:

in full-time education, including vacations provided after passing the state final certification, regardless of the educational technologies used, is 5 years. The volume of the undergraduate program in full-time study, implemented in one academic year, is 60 CU;

in part-time or extramural forms of study, regardless of the educational technologies used, increases by at least 6 months and no more than 1 year compared to the period for obtaining full-time education. The volume of the undergraduate program for one academic year in part-time or correspondence forms of study cannot exceed 75 CU;

when studying according to an individual curriculum, regardless of the form of education, it is no more than the period for obtaining education established for the corresponding form of education, and when studying according to an individual plan for people with disabilities, it can be increased at their request by no more than 1 year compared to the term of obtaining education for the corresponding form of education. The volume of the undergraduate program for one academic year when studying according to an individual plan, regardless of the form of study, cannot be more than 75 CU.

The specific term for obtaining education and the volume of the undergraduate program implemented in one academic year, in part-time or part-time forms of study, as well as according to an individual plan, are determined by the organization independently within the time limits established by this paragraph.

3.4. When implementing the undergraduate program, the organization has the right to use e-learning and distance learning technologies.

When teaching people with disabilities, e-learning and distance learning technologies should provide for the possibility of receiving and transmitting information in forms accessible to them.

3.5. The implementation of the undergraduate program is possible using the network form.

3.6. Educational activities under the undergraduate program are carried out in the state language of the Russian Federation, unless otherwise specified by the local regulatory act of the organization.

IV. CHARACTERISTICS OF PROFESSIONAL ACTIVITIES

GRADUATES WHO MASTERED THE BACHELOR PROGRAM

4.1. The field of professional activity of graduates who have mastered the undergraduate program includes education, the social sphere, and culture.

4.2. The objects of professional activity of graduates who have mastered the undergraduate program are training, education, development, education, educational systems.

4.3. Types of professional activities for which graduates who have mastered the undergraduate program are preparing:

pedagogical;

design;

research;

cultural and educational.

When developing and implementing a bachelor's program, an organization focuses on a specific type (types) of professional activity for which (which) a bachelor is preparing, based on the needs of the labor market, research and material and technical resources of the organization.

The undergraduate program is formed by the organization depending on the types of educational activities and requirements for the results of mastering the educational program:

focused on the research type of professional activity as the main one (hereinafter referred to as the academic bachelor's program);

focused on the pedagogical (practice-oriented) type of professional activity as the main one (hereinafter referred to as the applied bachelor's program).

4.4. A graduate who has mastered the bachelor's program, in accordance with the type (types) of professional activity, to which (which) the bachelor's program is oriented, must be ready to solve the following professional tasks:

pedagogical activity:

study of opportunities, needs, achievements of students in the field of education;

training and education in the field of education in accordance with the requirements of educational standards;

the use of technologies that correspond to the age characteristics of students and reflect the specifics of subject areas;

organization of interaction with public and educational organizations, children's groups and parents (legal representatives), participation in self-government and management of the school team to solve the problems of professional activity;

formation of an educational environment to ensure the quality of education, including with the use of information technology;

ensuring the protection of life and health of students during the educational process;

project activity:

designing the content of educational programs and modern pedagogical technologies, taking into account the peculiarities of the educational process, the tasks of educating and developing the personality through the taught subjects;

modeling of individual routes of education, upbringing and development of students, as well as their own educational route and professional career;

setting and solving research problems in the field of science and education;

use of scientific research methods in professional activities;

study and formation of the needs of children and adults in cultural and educational activities;

organization of cultural space;

development and implementation of cultural and educational programs for various social groups.

V. REQUIREMENTS FOR THE RESULTS OF THE DEVELOPMENT OF THE PROGRAM

5.1. As a result of mastering the undergraduate program, the graduate should have general cultural, general professional and professional competencies.

5.2. A graduate who has mastered the undergraduate program should have the following general cultural competencies:

the ability to use the foundations of philosophical and socio-humanitarian knowledge to form a scientific worldview (OK-1);

the ability to analyze the main stages and patterns of historical development for the formation of a civic position (OK-2);

the ability to use natural science and mathematical knowledge for orientation in the modern information space (OK-3);

the ability to communicate in oral and written forms in Russian and foreign languages ​​to solve problems of interpersonal and intercultural interaction (OK-4);

the ability to work in a team, tolerantly perceive social, cultural and personal differences (OK-5);

ability for self-organization and self-education (OK-6);

the ability to use basic legal knowledge in various fields of activity (OK-7);

willingness to maintain a level of physical fitness that ensures full-fledged activity (OK-8);

the ability to use first aid techniques, methods of protection in emergency situations (OK-9).

5.3. A graduate who has mastered the undergraduate program should have the following general professional competencies:

willingness to be aware of the social significance of their future profession, to be motivated to carry out professional activities (GPC-1);

the ability to carry out training, education and development, taking into account social, age, psychophysical and individual characteristics, including the special educational needs of students (OPK-2);

readiness for psychological and pedagogical support of the educational process (OPK-3);

readiness for professional activity in accordance with regulatory legal acts in the field of education (OPK-4);

possession of the basics of professional ethics and speech culture (GPC-5);

readiness to ensure the protection of life and health of students (OPK-6).

5.4. A graduate who has mastered the bachelor's program must have professional competencies corresponding to the type (s) of professional activity, to which (which) the bachelor's program is oriented:

pedagogical activity:

willingness to implement educational programs in academic subjects in accordance with the requirements of educational standards (PC-1);

the ability to use modern methods and technologies of training and diagnostics (PC-2);

the ability to solve the problems of education and spiritual and moral development of students in educational and extracurricular activities (PC-3);

the ability to use the possibilities of the educational environment to achieve personal, meta-subject and subject learning outcomes and ensure the quality of the educational process by means of taught subjects (PC-4);

the ability to provide pedagogical support for the socialization and professional self-determination of students (PC-5);

readiness to interact with participants in the educational process (PC-6);

the ability to organize the cooperation of students, support their activity, initiative and independence, develop creative abilities (PC-7);

project activity:

the ability to design educational programs (PC-8);

the ability to design individual educational routes for students (PC-9);

the ability to design the trajectories of their professional growth and personal development (PC-10);

research activities:

readiness to use systematized theoretical and practical knowledge for setting and solving research problems in the field of education (PC-11);

the ability to manage the educational and research activities of students (PC-12);

cultural and educational activities:

the ability to identify and shape the cultural needs of various social groups (PC-13);

the ability to develop and implement cultural and educational programs (PC-14).

5.5. When developing a bachelor's program, all general cultural and general professional competencies, as well as professional competencies related to those types of professional activities that the bachelor's program is focused on, are included in the set of required results for mastering the bachelor's program.

5.6. When developing a bachelor's program, an organization has the right to supplement the set of competencies of graduates, taking into account the focus of the bachelor's program on specific areas of knowledge and (or) type (s) of activity.

5.7. When developing a bachelor's program, the requirements for learning outcomes in individual disciplines (modules), practices, the organization establishes independently, taking into account the requirements of the relevant exemplary basic educational programs.

VI. REQUIREMENTS FOR THE STRUCTURE OF THE BACHELOR PROGRAM

6.1. includes a mandatory part (basic) and a part formed by participants in educational relations (variable). This makes it possible to implement undergraduate programs that have a different focus (profile) of education within the same area of ​​study (hereinafter referred to as the focus (profile) of the program).

6.2. The undergraduate program consists of the following blocks:

Block 1 "Disciplines (modules)", which includes disciplines (modules) related to the basic part of the program, and disciplines (modules) related to its variable part.

Block 2 "Practices", which fully refers to the variable part of the program.

Block 3 "State Final Attestation", which is fully related to the basic part of the program and ends with the assignment of qualifications indicated in the list of specialties and areas of higher education, approved by the Ministry of Education and Science of the Russian Federation.

The structure of the undergraduate program

The structure of the undergraduate program		The volume of the undergraduate program in z.u.
		academic undergraduate program	applied bachelor's program
	Disciplines (modules)
	Basic part
	Variable part
	practices
	Variable part
	State final certification
	Basic part
Scope of the undergraduate program

6.3. Disciplines (modules) related to the basic part of the bachelor's program are mandatory for students to master, regardless of the direction (profile) of the bachelor's program that he is mastering. The set of disciplines (modules) related to the basic part of the undergraduate program, the organization determines independently in the amount established by this Federal State Educational Standard of HE, taking into account the corresponding (relevant) exemplary (exemplary) main (basic) educational (educational) program (programs).

6.4. Disciplines (modules) in philosophy, history, foreign language, life safety are implemented within the framework of the basic part of Block 1 "Disciplines (modules)" of the undergraduate program. The volume, content and procedure for the implementation of these disciplines (modules) are determined by the organization independently.

6.5. Disciplines (modules) in physical culture and sports are implemented within the framework of:

the basic part of Block 1 "Disciplines (modules)" of the undergraduate program in the amount of at least 72 academic hours (2 credits) in full-time education;

elective disciplines (modules) in the amount of at least 328 academic hours. The specified academic hours are obligatory for mastering and are not translated into credit units.

Disciplines (modules) in physical culture and sports are implemented in the manner prescribed by the organization. For people with disabilities and people with disabilities, the organization establishes a special procedure for mastering disciplines (modules) in physical culture and sports, taking into account their state of health.

6.6. Disciplines (modules) related to the variable part of the undergraduate program and practices determine the direction (profile) of the undergraduate program. The set of disciplines (modules) related to the variable part of the undergraduate program and practices, the organization determines independently in the amount established by this Federal State Educational Standard. After the student chooses the direction (profile) of the program, a set of relevant disciplines (modules) and practices becomes mandatory for the student to master.

6.7. Block 2 "Practices" includes educational and production, including undergraduate, practice.

Type of study practice:

practice in obtaining primary professional skills and abilities, including primary skills and abilities of research activities.

Ways of conducting educational practice:

stationary;

visiting.

Types of work experience:

practice in obtaining professional skills and experience of professional activity;

teaching practice;

research work.

Ways of conducting industrial practice:

stationary;

visiting.

Pre-diploma practice is carried out to perform the final qualifying work and is mandatory.

When developing undergraduate programs, the organization selects the types of practices depending on the type (s) of activity to which the undergraduate program is (are) oriented. The organization has the right to provide for other types of practices in the undergraduate program in addition to those established by these Federal State Educational Standards of Higher Education.

Educational and (or) production practice can be carried out in the structural divisions of the organization.

The choice of places for internships for persons with disabilities is made taking into account the state of health of students and accessibility requirements.

6.8. Block 3 "State final certification" includes the defense of the final qualification work, including preparation for the defense procedure and the defense procedure, as well as preparation for passing and passing the state exam (if the organization has included the state exam in the state final certification).

6.9. When developing a bachelor's program, students are provided with the opportunity to master disciplines (modules) of their choice, including special conditions for people with disabilities and people with disabilities, in the amount of at least 30 percent of the variable part of Block 1 "Disciplines (modules)".

6.10. The number of hours allotted for lecture-type classes, in general, for Block 1 "Disciplines (modules)" should be no more than 40 percent of the total number of classroom hours allotted for the implementation of this Block.

VII. REQUIREMENTS FOR IMPLEMENTATION CONDITIONS

BACHELOR PROGRAMS

7.1. General system requirements for the implementation of the undergraduate program.

7.1.1. The organization must have a material and technical base that complies with the current fire rules and regulations and ensures the conduct of all types of disciplinary and interdisciplinary training, practical and research work of students, provided for by the curriculum.

7.1.2. Each student during the entire period of study must be provided with individual unlimited access to one or more electronic library systems (electronic libraries) and to the electronic information and educational environment of the organization. An electronic library system (electronic library) and an electronic information and educational environment should provide the ability for a student to access from any point (both on the territory of the organization and outside it) that has access to the information and telecommunication network "Internet" (hereinafter - the network "Internet").

The electronic information and educational environment of the organization should provide:

access to curricula, work programs of disciplines (modules), practices, to publications of electronic library systems and electronic educational resources specified in work programs;

fixing the course of the educational process, the results of intermediate certification and the results of mastering the undergraduate program;

conducting all types of classes, procedures for assessing learning outcomes, the implementation of which is provided for using e-learning, distance learning technologies;

the formation of an electronic portfolio of the student, including the preservation of the student's work, reviews and assessments of these works by any participants in the educational process;

interaction between participants in the educational process, including synchronous and (or) asynchronous interaction via the Internet.

The functioning of the electronic information and educational environment is ensured by appropriate means of information and communication technologies and the qualifications of employees using and supporting it. The functioning of the electronic information and educational environment must comply with the legislation of the Russian Federation.

7.1.3. In the case of the implementation of the bachelor's program in the network form, the requirements for the implementation of the bachelor's program must be provided by a set of resources of material, technical and educational support provided by organizations participating in the implementation of the bachelor's program in the network form.

7.1.4. In the case of the implementation of the bachelor's program at the departments or other structural divisions of the organization created in accordance with the established procedure in other organizations, the requirements for the implementation of the bachelor's program must be provided by a combination of resources of these organizations.

7.1.5. The qualifications of the management and scientific and pedagogical employees of the organization must comply with the qualification characteristics established in the Unified Qualification Directory for the Positions of Managers, Specialists and Employees, the section "Qualification Characteristics of the Positions of Managers and Specialists of Higher Professional and Additional Professional Education", approved by order of the Ministry of Health and Social Development of the Russian Federation dated January 11, 2011 N 1n (registered by the Ministry of Justice of the Russian Federation on March 23, 2011, registration N 20237), and professional standards (if any).

7.1.6. The share of full-time scientific and pedagogical workers (in terms of rates reduced to integer values) must be at least 50 percent of the total number of scientific and pedagogical workers of the organization.

7.2. Requirements for personnel conditions for the implementation of the bachelor's program.

7.2.1. The implementation of the undergraduate program is provided by the management and scientific and pedagogical employees of the organization, as well as by persons involved in the implementation of the undergraduate program on the terms of a civil law contract.

7.2.2. The share of scientific and pedagogical workers (in terms of rates reduced to integer values) with an education corresponding to the profile of the discipline (module) being taught in the total number of scientific and pedagogical workers implementing the undergraduate program should be at least 70 percent.

7.2.3. The share of scientific and pedagogical workers (in terms of rates reduced to integer values) who have an academic degree (including an academic degree awarded abroad and recognized in the Russian Federation) and (or) an academic title (including an academic title obtained abroad and recognized in the Russian Federation), the total number of scientific and pedagogical workers implementing the undergraduate program should be at least 50 percent.

7.2.4. The share of employees (in terms of rates reduced to integer values) from the number of managers and employees of organizations whose activities are related to the direction (profile) of the bachelor's program being implemented (having at least 3 years of work experience in this professional field), in the total number of employees implementing the bachelor's program must be at least 10 percent.

7.3. Requirements for the material, technical and educational and methodological support of the undergraduate program.

7.3.1. Special premises should be classrooms for conducting lecture-type classes, seminar-type classes, course design (term papers), group and individual consultations, current control and intermediate certification, as well as rooms for independent work and rooms for storage and preventive maintenance of educational equipment. Special rooms should be equipped with specialized furniture and teaching aids that serve to present educational information to a large audience.

For conducting lecture-type classes, sets of demonstration equipment and educational visual aids are offered, providing thematic illustrations corresponding to exemplary programs of disciplines (modules), working curricula of disciplines (modules).

The list of material and technical support necessary for the implementation of the undergraduate program includes laboratories equipped with laboratory equipment, depending on the degree of its complexity. Specific requirements for material and technical and educational and methodological support are determined in exemplary basic educational programs.

Premises for independent work of students should be equipped with computers with the ability to connect to the Internet and provide access to the electronic information and educational environment of the organization.

In the case of the use of e-learning, distance learning technologies, it is allowed to replace specially equipped rooms with their virtual counterparts, allowing students to master the skills and abilities provided for by professional activities.

In case of non-use of the electronic library system (electronic library) in the organization, the library fund must be completed with printed publications at the rate of at least 50 copies of each of the publications of the main literature listed in the work programs of disciplines (modules), practices, and at least 25 copies of additional literature per 100 students.

7.3.2. The organization must be provided with the necessary set of licensed software (the composition is determined in the work programs of disciplines (modules) and is subject to annual renewal).

7.3.3. Electronic library systems (electronic library) and electronic information and educational environment must provide simultaneous access to at least 25 percent of students in the undergraduate program.

7.3.4. Students should be provided with access (remote access), including in the case of using e-learning, distance learning technologies, to modern professional databases and information reference systems, the composition of which is determined in the work programs of disciplines (modules) and is subject to annual updating.

7.3.5. Students with disabilities should be provided with printed and (or) electronic educational resources in forms adapted to their disabilities.

7.4. Requirements for the financial conditions for the implementation of the undergraduate program.

7.4.1. Financial support for the implementation of the undergraduate program should be carried out in an amount not lower than the basic standard costs established by the Ministry of Education and Science of the Russian Federation for the provision of public services in the field of education for a given level of education and direction of training, taking into account adjustment factors that take into account the specifics of educational programs in accordance with the Methodology for determining standard costs for the provision of public services for the implementation of educational programs of higher education in specialties (training areas) and enlarged groups of specialties (training areas), approved by order of the Ministry of Education and Science of the Russian Federation of October 30, 2015 N 1272 (registered by the Ministry of Justice of the Russian Federation on November 30, 2015 city, registration N 39898).

The most common entrance exams are:

• Russian language
• Mathematics (basic level)

The third exam is a specialized general education subject, which depends on the chosen specialization.
For admission to some specialties, an additional examination is possible in the form of a creative competition (art or music education, also education in the field of arts and crafts or fine arts) or tests to test physical fitness (physical education).

Terms of study

Education takes place on the basis of secondary (complete) general education - 11 classes. There are two forms of education: full-time - 5 years, part-time and part-time - 6-12 months longer.
Part-time education is possible only if the student has the opportunity to do an internship at his place of work.

The main subjects in training in the specialty

The main subjects include the following:

• psychology;
• pedagogy;
• pedagogical rhetoric;
• methods of teaching subjects;
• philosophy;
• basics of medical knowledge and a healthy lifestyle;
• information Technology;
• foreign language;
• natural science picture of the world.

Description of specialty

A modern teacher is, first of all, a person who organizes and conducts lessons, during which he provides students with new information, and, in parallel, reinforces the material already passed, controls the level of knowledge of students, organizes their independent and group work. In addition, the teacher prepares and draws up lesson scenarios, participates in organizing educational activities for students, which is why a teacher is not just a person with a higher education, he is a comprehensively developed person.

Today, according to the decree of the Ministry of Education, a bachelor's teacher is a teacher who organizes and conducts the educational process for secondary school students - grades 5-8.

It is worth noting that in our country there is a situation that a teacher is one of the most sought-after professions.

Working as a teacher has its advantages, among which the most pleasant is a long vacation. Do not forget that the teacher spends much less time at his workplace than employees of other specialties, due to the fact that in most cases the lessons are held in the first half of the day. It should be borne in mind that one full-time teacher is only 18-20 lessons per week, while the rest of the time is needed to check the work, as well as prepare for the next lessons, which can take quite a lot of time and effort. Despite this, the teacher still has more free time than, for example, office workers, and there is no clear schedule for such work.

Do not forget that the teacher is also responsible for the health and life of the students entrusted to him, and this is a huge responsibility. Moreover, the teacher must always keep up with the times, which means that there is no way without self-education and advanced training, because educational equipment is periodically updated, new pedagogical techniques and methods appear.

The profession of a teacher belongs to the "Man-Man" type, that is, first of all, it is associated with communication with other people. That is why it is so important for a teacher to be able not only to establish, but also to maintain contacts correctly, to be active, sociable, to speak competently, to know the basics of verbal and non-verbal communication, to be emotionally stable, and this is all, in addition to the main specialty, taught at the university.

Skills acquired during training

• Conducting a competent pedagogical, and no less important, psychological diagnosis of students to determine the methods and techniques of education and training;
• Creation and conduct of elective courses, using the latest developments in science;
• The implementation of basic and elective courses, corresponding to the calendar lesson plan;
• Conducting lessons using new methods, approaches, as well as new technologies, taking into account the age category of students;
• Creation and maintenance of discipline, order and respect within the team both during the lesson and outside the educational institution;
• Maintaining relevant documentation;
• Rules of conduct within the educational institution, control over their observance;
• Qualified control of students' knowledge;
• Providing psychological assistance to the student if necessary, as well as providing assistance with self-determination of the student;
• Organization of extracurricular activities, educational and recreational activities;
• Development of modern methods and technologies of pedagogy, taking into account the tasks set in the upbringing and development of the individual;
• Participation in the life of the school.

Professions

A lot of vacancies are open before a university graduate, from which he can choose the most suitable one.
The future specialist can consider the following professions:

• a kindergarten teacher;
• tutor (tutor);
• teacher in various subjects (native language and literature, Russian language and literature, foreign language, literature, Belarusian Railways, biology, geography, computer science, mathematics, music, primary school, technology, physics, physical education, chemistry);
• school psychologist.

So, the Chinese called Confucius the Great Teacher.

In one of the legends about this thinker, his conversation with a student is given: "This country is vast and densely populated. What does it lack, teacher?" - the student turns to him. "Enrich her," replies the teacher. "But she is already rich. How can she be enriched?" the student asks. "Teach her!" - exclaims the teacher.

A man of difficult and enviable fate, Czech humanist teacher Jan Amos Comenius was the first who began to develop pedagogy as an independent branch of theoretical knowledge. Comenius dreamed of giving his people the combined wisdom of the world.

He wrote dozens of school textbooks, over 260 pedagogical works. And today, every teacher, using the words "lesson", "class", "vacation", "training", etc., does not always know that they all entered the school along with the name of the great Czech teacher.

Ya.A. Comenius claimed a new, progressive view of the teacher.

This profession was for him "excellent, like no other under the sun." He compared the teacher with a gardener who lovingly grows plants in the garden, with an architect who carefully builds up knowledge in all corners of the human being, with a sculptor who carefully hews and polishes the minds and souls of people, with a commander who energetically leads an offensive against barbarism and ignorance.

1 See: Comenius Ya.A. Selected pedagogical works. - m., 1995. - p. 248-284.

Swiss educator Johann Heinrich Pestalozzi spent all his savings on the creation of orphanages.

He devoted his life to orphans, tried to make childhood a school of joy and creative work. On his grave there is a monument with an inscription that ends with the words: "Everything - for others, nothing - for yourself."

The great teacher of Russia was Konstantin Dmitrievich Ushinsky- the father of Russian teachers.

The textbooks he created have withstood an unprecedented circulation in history. For example, "Native Word" was reprinted 167 times. His legacy is 11 volumes, and pedagogical works are of scientific value today.

He described the public the meaning of the teaching profession:"The educator, standing on a level with the modern course of education, feels like a living, active member of a great organism, struggling with ignorance and the vices of mankind, a mediator between everything that was noble and high in the past history of people, and a new generation, the keeper of the holy testaments of people, who fought for the truth and for the good, "and his cause," modest in appearance, is one of the greatest deeds of history. States are based on this deed and entire generations live by it.

1 Ushinsky K.D. Collected works: in 11 volumes - m., 1951. - v. 2. - p. 32.

The search for Russian theorists and practitioners of the 20s. 20th century largely prepared innovative pedagogy Anton Semenovich Makarenko.

Despite those established in education, as elsewhere in the country, in the 30s. command and administrative methods of management, he contrasted them with pedagogy, humanistic in essence, optimistic in spirit, imbued with faith in the creative forces and capabilities of man.

The theoretical legacy and experience of A. S. Makarenko have gained worldwide recognition.

Of particular importance is the theory of the children's collective created by A. S. Makarenko, which organically includes a subtle in terms of instrumentation and a unique method of individualization of education in terms of methods and methods of implementation. He believed that the work of an educator is the most difficult, "perhaps the most responsible and requiring from the individual not only the greatest effort, but also great strength, great abilities."

2 Makarenko A. S. Works: In 7 volumes - M., 1958. - T. V. - S. 178.

2. Features of the teaching profession

The nature of the teaching profession. A person's belonging to a particular profession is manifested in the features of his activity and way of thinking.

According to the classification proposed by E. A. Klimov, the teaching profession refers to a group of professions, the subject of which is another person.

But the pedagogical profession is distinguished from a number of others primarily by the way of thinking of its representatives, an increased sense of duty and responsibility. In this regard, the teaching profession stands apart, standing out in a separate group. Its main difference from other professions of the "man-to-man" type is that it belongs both to the class of transformative and to the class of managing professions at the same time. Having as the goal of his activity the formation and transformation of the personality, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world.

The education system needs innovative approaches. The issue of training professional personnel with an updated set of forms, methods of training and education is relevant. And also to determine which pedagogical specialties are most in demand.

The pedagogical educational process studies such sciences as: pedagogy, sociology, physiology, management theory... The number of pedagogical professions, specialties is increasing and becoming more relevant. Educational psychology studies the relationship between education, training and the overall development of students. In schools, it became necessary to introduce the position of a teacher-psychologist with specific knowledge.

Admission to pedagogical specialties, in particular the psychological and practical direction, is the most prestigious. Promotes the implementation of inclusive education, combining education, education of healthy children and children with health problems.

Students have the opportunity to gain knowledge in the field of personnel management, management, and not just learn pedagogical and psychological skills. Having studied a foreign language, you can work on a vocation abroad.

Specialties at the Pedagogical University (Institute)

The specialty of pedagogical education is the training of subject teachers. Future specialists receive the following specialties of pedagogical universities:

• primary school teacher;
• a kindergarten teacher;
• subject teacher (mathematics, physics, geography, chemistry, biology, Russian language and literature, computer science, music and singing, foreign language and literature, drawing, Belarusian Railways, technology, natural science, economics, physical culture;
• school psychologist;
• speech therapist;
• group leader.

College of Education - specialties

After graduating from a pedagogical college after the 9th grade, the specialties will be as follows:

• preschool education (preschool teacher, teacher of speech therapy groups, organizer of physical education with preschoolers);
• musical art (music teacher, music director);
• primary education (primary school teacher, foreign language teacher in primary grades, educational and educational organizer, computer science teacher in primary grades, head of the fine arts studio).

Pedagogical education preschool education is a specialty that deals with the education, upbringing and development of preschool children. Students of the training course develop professional skills in the process of systematic training of the necessary disciplines for becoming a specialist in the system of preschool education. A specialist can be involved not only in the educational process, but also in the innovative, educational one.