DESIGNING A MASTER'S PROGRAM IN THE SYSTEM OF LIFELONG EDUCATION TEACHER-MATHEMATICS
This article describes the design process for a Master's program in Teacher Education using the idea of moving from purpose to content. At the same time, the main provisions of competence-based and systemic approaches in teacher education, the theory of activity and personality development, the theory of assimilation of knowledge and methods of activity, the idea of designing the educational process in the ideology of reverse design, the concept of self-education, the idea of harmonizing the theoretical and practical components of training specialists for the field of mathematical education. The guidelines in the design of the master's program are the principles of: scientific character, accessibility, activity, professional and pedagogical orientation, harmonization of the theoretical and practical components of training, consistency and continuity, controllability. Due to the fact that the formation of a master's program comes from the result (types of professional activities and competencies to be mastered), the content of the program is formed in the following order: 1) a complex of blocks and modules corresponding to the types of professional activities being formed; 2) filling each module with disciplines and practices, on the basis of which actions and operations that constitute professionally significant activities will be developed. At the same time, the choice of professional competencies in master's programs is carried out based on the professional standards “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)”, “Teacher of vocational training, vocational education and additional vocational education “. The design process based on the created conceptual platform is illustrated by the example of the master's program “Mathematical Education and Information Technologies” in the direction of “Pedagogical Education”.