DIDACTIC POTENTIAL OF MODULAR CONSTRUCTION OF EDUCATIONAL PROGRAMS FOR TRAINING STUDENTS OF PEDAGOGICAL UNIVERSITIES

Abstract

The article deals with an analysis of the didactic potential of the modular construction of educational programs in pedagogical universities. The relevance of the study is due to the need to transition from the disciplinary to the competency-based model of education, enshrined in the Federal State Educational Standards of Higher Education. Based on the systematization of the characteristics of the module, its key didactic capabilities are determined: creating conditions for individualization, deep integration of theory and practice, increasing the flexibility of the program. The organizational and pedagogical conditions and risks of implementing the modular principle arising from its specifics are analyzed, which forms a practical basis for the modernization of teacher education. The modular approach solves the problem of disunity of disciplines, uniting them around the formation of specific professional competencies. However, a simple change in the structure of the curriculum does not have an effect without retraining teachers to work in interdisciplinary teams. The main risk is formalism, when disciplines are mechanically renamed into modules, while maintaining the same content and methods.