The research question considers a gap between modern requirements to education under the conditions of implementation of federal state educational standards of new generation and introduction of a new professional standard of the teacher and quality of pedagogical education. The article is devoted to one of the stages of a complex research, the main objective of which is creation of complete multilevel model of training of the teacher for the new school focused on implementation of modern requirements into the system of general education. The purpose of this stage is to detect the deficiencies of teacher's training at the current stage from the point of view of various participants of the educational process, as well as to define the key ways to their elimination. For these purposes to be met the following was used: theoretical methods (analysis and synthesis of standard documentation and pedagogical literature), empirical (measurement, comparison), and also methods of statistical processing of results of a research.At this stage of the investigation, the result of this research is to define weaknesses in the existing system of teacher's training from points of view of heads of educational institutions, practicing teachers and pupils and also to develop a system of measures aimed at the improvement of pedagogical education for the purpose of increasing quality.

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The article is dedicated to the influence of constructivist model based teaching in a university upon development of civil competencies with students, as well as upon building of active civil and life attitude with them as a result of development of appropriate personal qualities. Involvement of young people in publicly significant activities, overcoming of political apathy are viewed as most important factors of development of democracy and civil society in Russia. Empirically, the study is based on the results of triangulation content analysis of students' essays and questioning of students of full course units of five Humanities departments of the Kazan University, conducted by the authors of the article as part of the project of application of constructivist models of teaching in education process at Humanities departments (2011, n = 386; 2012, n = 244).

АннотацияВ настоящее время, в условиях модернизации педагогического образования, система профессиональной подготовки педагога сконцентрирована на изменении подходов к организации практической составляющей. Компетентностный подход предполагает оценку образовательных результатов с точки зрения развития компетенций. Целью данной статьи является определение уровней сформированности компетенций студентов-будущих педагогов для выявления основных компетентностных составляющих дальнейшего профессионального развития. Ведущим методом в исследовании данной проблемы стала оценка 132 отчетных работ магистрантов по итогам прохождения педагогической практики. Анализ и систематизация образовательных результатов обучающихся позволили определить проблемные зоны в сформированности компетенций будущих педагогов. В статье представлена разработанная авторами система оценки компетенций, формируемых у магистрантов во время педагогической практики. Представленные в статье материалы позволяют совершенствовать основные профессиональные образовательные программы, вносить изменения как в структуру самого модуля, так и в порядок освоения модулей. Ключевые слова: педагогическая практика, профессиональные компетенции, оценка сформированности компетенций, урок, уровни освоения компетенции. AbstractThe system of teacher professional training is currently focused on changing approaches to the organization of the practical component. A competence approach involves the evaluation of educational outcomes from the perspective of competence development. The purpose of this article is to determine the levels of competence formation among student teachers to identify the main competence components of further professional development. The study involved the assessment of 132 reports on master's work following the results of pedagogical practice. The analysis enabled the identification of the problem areas in competence formation. The article presents the system of competency assessment developed by the authors during the undergraduates' teaching practice. It offers recommendations for improving the basic professional educational programs, for changes both in the structure of the module itself and in the order of mastering the modules.

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