Modernization of Russian education meets the global trend of professionalization of teachers’ training which assumes strengthening the practical orientation of educational programs as a significant factor in increasing the competitiveness of the teacher in the modern educational environment. The purpose of the article is to identify and experimentally test the conditions for effective practical training of teachers in the framework of the educational program of pedagogical magistracy. The study was conducted on the basis of the methods of theoretical and empirical level. The leading method is the method of pedagogical experiment allowing to determine the effectiveness of professionally-oriented training of teachers, to identify a set of conditions for the organization of this process. The achievement of positive results of the pilot study was obtained due to the implementation of the following pedagogical conditions: the reliance on the idea of the activity approach, a focus on modular design of the basic professional educational program of pedagogical magistracy, a change of the organization procedure and the content of practices, partnerships of educational institutions in the context of the professionalization of teachers’ training, a change in the assessment procedure of professional competencies and labour actions of teachers. The findings demonstrate the increasing level of formation of professional competence and labour actions of graduates which both form the basis of student`s qualification. The materials of the article are valuable for scientists, graduates, teachers of educational institutions.

Adamski, A.I. (2004). Network Partnership in Education. Moscow: Eureka, 144 p.

Bacca, J., Baldiris, S., Fabregat, R. & Graf, S. (2014). Augmented Reality Trends in Education. Journal of Educational Technology & Society, 17(4), 133-149.

Baran, E. (2014). A Review of Research on Mobile Learning in Teacher Education. Journal of Educational Technology & Society, 17(4), 17-32.

Black, P., Harrison, C., Lee, C., Marshall, B., & William D. (2003). Assessment for Learning. Putting it into Practice. Berkshire: Open University Press, 135 p.

Bolotov, V.A. (2014). On the reform issues of pedagogical education. Psychological Science and Education, 3, 32-41.

Buyanova, I.B. (2013). Analysis of the level of students’ adaptation to the university environment. Middle East Journal of Scientific Research, 17(9), 1237-1242.

Federal state educational standard of higher professional education on the direction of preparation 44.04.01.  Pedagogical education “Master’s degree” (2014). Direct access: http://mag.sseu.ru/index.php?option=com_content&view=article&id=14:050100fgos&catid=6:2011-05-16-21-39-24

Goodyear, P., Salmon, G., Spector, M., Steeples, C. & Tickner, S. (2001). Competencies for online teaching. Educational Technology Research & Development, 49(1), 65-72.

Ilanlou, M. & Zand, M. (2011). Professional Competencies of Teachers and the Qualitative Evaluation. Procedia – Social and Behavioral Sciences, 29, 1143-1150.

Kadakin, V.V. & Shukshina, T.I. (2015). Training of Teachers in Terms of Network Interaction of Educational Institutions. Humanities and education, 3(23), 93-98.

Koletvinova, N.D. (2015). Vectors of Students’ Practice-Oriented Professional Training in Teacher Education Universities. Review of European Studies, 7(4), 59-65.

Margolis, A.A. (2015). Teacher Training Models in Applied Bachelor and Pedagogical Master Programs. Psychological science and education, 20(5), 45-64.

Margolis, A.A., Safronova, M.A., Panfilova, A.S. & Shishlyannikova, L.M. (2015). Testing of Assessment Tools of Future Teachers Professional Competence. Psychological science and education, 20(5), 77-91.

Mokshina, N.G. (2015). Pedagogical Maintenance of Future Teachers’ Practice-oriented Training. Indian Journal of Science and Technology, 8(10). Direct access: http://dx.doi.org/10.17485/ijst%2F2015%2Fv8is%2810%29%2F84853

Musset, P. (2010). Initial Teacher Education and Continuing Training Policies in a Comparative Perspective: Current Practices in OECD Countries and a Literature Review on Potential Effects. OECD Education Working Papers №48. Direct access: http://dx.doi.org/10.1787/5kmbphh7s47h-en

Nistor, N., Gogus, A., Lerche, T. (2013). Educational technology acceptance across national and professional cultures: a European study. Educational, Technology Research and Development, 61(1), 733-749.

Petty, G. (2006). Evidence-Based Teaching. A Practical Approach. Cheltenham: Nelson Thornes, 382 p.

Professional Standard of “Teacher (Teaching Activities in Preschool, Primary General, Basic General, Secondary General Education)” (2014). Direct access: http://www.rosmintrud.ru/docs/mintrud/orders/129

Reece, I. & Walker, S. (2006). Teaching, Training and Learning: A Practical Guide. Sunderland: Business Education Publishers Limited, 152 p.

Robinson, W. (2006). Teacher Training in England and Wales: Past, Present and Future Perspectives. Educational Research and Perspectives, 2(33), 19-36.

Shukshina, T.I., Buyanova, I.B., Gorshenina, S.N. & Neyasova, I.A. (2016). Experience of Testing Practice-Oriented Educational Model of Pedagogical Master’s Program. International Journal of Environmental & Science Education, 11(14), 6582-6592.

Wayne, A.J. & Youngs, P. (2004). Teacher Characteristics and Student Achievement Gains. A Review. Review of Educational Research, 73(1), 89-122.

Yakunchev, M. & Gorshenina, S. (2013). Diagnostics of Ethno-Cultural Competence of the Future Teachers. Middle-East Journal of Scientific Research, 16(12), 1709-1713.

Zeichner, K.M. & Conklin, H.G. (2005). Teacher education programmes. In: M. Cochran-Smith & K.M. Zeicher (Eds.). Studying teacher education: the report of the AERA Panel on Research and Teacher Education. Washington: AERA, 645-735.

Zemlyanskaya, E.N. & Sitnichenko, M.Ya. (2015). Model of Profound Professionally Oriented Practice of Undergraduates of Psychology and Pedagogical Education. Teacher of the XXI century, 1(2), 107-138.