The dominants of practical training in the design of educational programmes of pedagogical profile

Introduction. Various aspects of practical training are being revised under the influence of integration, digitalisation and other transformations. The orientation of the educational vector towards practiceoriented training models involves identifying the components of practical training, conditions for its implementation, as well as studying and identifying effective approaches to its design. The purpose of the article is to identify the dominants of practical skills training of students in the design of educational programmes of pedagogical profile. Materials and methods. The research materials were 96 bachelor's educational programmes developed and implemented in 2019-2022 in different Russian universities in the fields of training “Pedagogical education” and “Special (defectological) education”, normative documents regulating the organisation of practical training at the level of higher education. The main research methods were comparative, focused on identifying the invariant components of the practical training system, and descriptive, used in characterising its individual aspects. Results. Models for designing practical training have been identified, the organizational model predominates (80%), in other cases (20%) various structural and content models are used. Distinctive design features of practical training have been identified: formal combination of disciplines and practices within the modules of the educational program (74%), intradisciplinary integration of learning components (17%), interdisciplinary partial integration of learning components (9%). The invariant structural features of modern models of practical education, forming its dominants, which include target, procedural-activity, content, and result aspects, have been established. Conclusion. The obtained research materials are significant for deeper understanding of the essence of practical training, allow to identify its invariant components, which are characterized by predictive potential and ensure the integrity of professional and personal development of a future teacher.