Svetlana A. Miniurova

This research describes a model of school-university partnership as a mechanism to ensure a continuity of pedagogical education. The projects «Pedagogical internship» and «Psychological and pedagogical classes» are offered in the research as new mechanisms for implementing the activities of the national project «Education».

The authors outline the models for implementing «Psychological and pedagogical classes» in the Sverdlovsk Region, new forms of school-university partnership in the activities of psychological and pedagogical classes with the support of Ural State Pedagogical University. University support is carried out in four areas: scientific and methodological support, competitive and Olympiad movement, career guidance, and educational activities.

The authors present three areas of implementing a teacher internship program: introduction to the best educational and socio-cultural practices, a modular program of competence development, and individual work of teacher trainees with mentors. The employment of teacher internship graduates in educational organizations is identified as a key indicator of the project’s effectiveness.

School-university partnership is a necessary condition to ensure the continuity in the formation of professional competencies of students attending pedagogical universities and the quality of pre-professional training of school students, which includes the readiness for conscious professional self-determination in the teaching profession

The authors identified a range of effects from the implementation of schooluniversity partnership: building multidimensional areas of professional cooperation between teachers and students of different organizations, attracting teaching staff (carriers of best practices, recognized in the professional community) to support students of the teacher training university and psychological and pedagogical classes, including through the use of mentoring practices, and increasing the prestige of professional activity of a teacher

The authors also formulate basic provisions that reveal the substantive, organizational and activity, and communication and technological aspects of the implementation of the school-university partnership.