The article describes the experience of designing and testing new programs of distributed practices which are coupled with the theoretical training in the KFU pedagogical master programs. These programs correspond to the teacher education priorities in Russia and are associated with the theoretical disciplines of the programme (Valeeva & Gafurov, 2017). The main purpose of the practice is to form specific professional activities, and to expand the experience of teaching in accordance with the higher education standard requirements. This paper presents detailed annotations of four practices with an indication of the scope and content of the practice. When selecting the content of practical programs, we consider important to: i) ensure intra-level and inter-level continuity of the content of practices, ii) observe uniformity of requirements for practices based on networking with educational institutions (Menter et al., 2017), iii) unify the types and periods of the practice based on the principle of continuity (Harutyunyan & Herbert, 2011). To assess the results of our activity, the following research methods were used: 1) theoretical (analysis of the subject of research based on the study of philosophical, psychological and pedagogical literature; reflexive-system analysis of a reasonable organization of pedagogical activity), 2) empirical (study and synthesis of innovative pedagogical experience, questioning, interviewing; self-observation). In assessing the effectiveness of practical training, the leaders of the practice from the University, the leaders of the practice from the schools, and the students participated. The study shows the positive effect of the programs used, the mastering of practical skills by the students and the professional competencies of the teacher. Students point to skills development in planning and organizing the interaction of participants in educational relations, organizing and managing project-technological activities. The task of developing, implementing and evaluating the effectiveness of multi-purpose projects in classroom and extracurricular activities in schools was highly appreciated by all participants of practice. The leaders of the practice observe students’ advancements in developing and introducing scientific and methodological support into the educational process. Conducting pedagogical activity in compliance with the technological effectiveness of the educational process was a particular difficulty for undergraduates. The task to elaborate various level tests required additional time from students to consult with experts on the Unified State Exam, and to make numerous adjustments to them. The results of the study can be used to develop and modify curricula, work programs, and in comparative scientific studies on teacher education.

Harutyunyan, A. & Herbert, O. I. (2011). Didakticheskij potencial razlichnyh vidov praktik v formirovanii kompetencij budushchego specialista. Vestnik pedagogicheskih innovacij, (3), 88-99 [Didactic potential of different types of practices in the formation of competencies of future specialist. Journal of pedagogical innovations, 3, 88-99]. Valeeva R. & Gafurov I. (2017). Initial teacher education in Russia: connecting practice, theory and research. European Journal of Teacher Education, 40(3), 342-360. doi:10.1080/02619768.2017.1326480 Menter, I., Valeeva, R.A. & Kalimullin, A.M. (2017). A tale of two countries - forty years on: politics and teacher education in Russia and England. European Journal of Teacher Education, 40(5), 616-629.