The concept of designing the main professional educational programs of future teachers

Introduction. The article is devoted to the description of approaches to the design of educational programs of the pedagogical profile of training implemented at the Minin University. The article substantiates the application of the modular structure of educational programs and describes the blocks of modules in the preparation of the future teacher. The idea of introducing modules of "universal training", based on the anthropological approach and providing the possibility of changing the educational trajectory after the 2nd year of study, is considered. The article presents an analysis of the methodological and practical results of the work of the team of teachers in the framework of the project "Modernization of educational activities: new logistics solutions" in 2016-2020 at Minin University.

Materials and Methods. To solve the tasks set in the work, general scientific, psychological, pedagogical and practical methods of scientific research were used. The main methods of practical research are analysis, synthesis and formalization, pedagogical design, description of approaches to the design of the structure and content of educational programs for the training of future teachers.

Results. The article presents the main conceptual approaches to the design of educational programs. The structure of the educational program of training of the future teacher is defined, including such blocks of modules as modules of universal training, modules of psychological and pedagogical training, modules of methodological and subject training, modules of specialization. The stages of design and management levels of the modular educational program of the future teacher are presented.

Discussion and Conclusions. Conclusions are drawn that the presented approaches to the construction of educational programs allow us to implement the ideas of effective "entry into the profession", changing the direction or profile of training after the 2nd year. The main directions of further development of approaches to the design of educational programs are determined.

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