Профессиональная подготовка педагога в логике субъектно-деятельностного подхода
The introduction of the teacher professional standard as a new basis for professional training, on the one hand, and approval and implementation of new educational standards of preschool and school education, on the other hand, led to the principal change in a high school teacher training. Modernization of teacher training education in Russia has started and its aim is to enhance the practical part of professional teacher training in the context of creating a network between high and preschool and school institutions. At Moscow State Pedagogical University a new method of fundamental educational programmes development on the basis of the subject-activity approach in education has been introduced. Basic principles, development vectors, ways of new educational programmes design which will be created on the basis of teacher professional standards and new Federal state educational standard of higher professional education have been offered. The stated principles and methods are based on the subject-activity approach in education. The main change in the logics of teacher professional training at high school suggested is to change the discussion of course material within seminars into acting out students' personal gained experience, where all their skills and knowledge are naturally needed. Mastering skills and activity experience and also knowledge acquiring is supposed to be checked through criteria analysis of activity products which a student gets while studying.