摘要：The article analyses modern trends in the university graduates’ training based on a practice-oriented approach, which is interpreted as training focused on the specifics of solving pedagogical problems that arise in real practice. The world experience of practice-oriented educational practice aimed at the formation of a creative, thinking teacher is analysed. The author’s three-segment practice-oriented model of teacher training has been developed. The structural components of the model and the links between them are described: principles of model building (practice-oriented orientation, principles of flexibility, validity, compliance and integrativity); system-forming subjects (professional community, university and school); blocks (target, factorial, theoretical-methodological, content-technological, effective). The peculiarity of the visual image of the constructed model (fractal) is that each separate segment of the system retains the properties of the entire system, which means that at each level, target guidelines are preserved and the basic requirements for the preparation process are consistent with each other.
