Keyword: «comprehensive school»

The intensive theoretical development of the problems of the activity approach to the pedagogical process was happening at the end of XIX – the beginning of the XX centuries. It was the special period in the history of a mankind. The rapid development of science and equipment, mechanical production, city building, railroads and communication lines led to the basic changes in the life of people. There was an urgent need in the education reforming. The comprehensive school was exposed to the sharp criticism for dogmatism, verbal nature of training, separation from the reality. The pedagogical discussion was held, the participants of which tried to overcome the traditional opposition of intellectual and physical activity and to consider these activities in unity and interrelation. The problems of the rapprochement of school with life, practice, independence development and initiative of pupils were especially actual. For the solution of these problems it was supposed to use the activity approach to the pedagogical process. The essence of the activity approach consisted in the use of different types of self-dependent pupils activity for stimulation of versatile development, the didactic and educational purposes.

The relevance of the article is in the fact, that in modern school research activities are one of the indicators of the teacher's professionalism. The organization of research work influences the theoretical and practical training of the teacher. Currently, many teachers defend Master's theses, are engaged in research activities in the framework of Master's programs. Training in Master's programs gives motivation to participate in research work. However, modern requirements for the teacher oblige him to participate in researches beyond the Magistracy framework, so the Master's degree is not the only incentive for a teacher to engage in science. The purpose of the article is to try to reveal the peculiarities of research activities organization for teachers studying in Magistracy. The content of the article is based on the experience of working with practicing teachers who have been trained in the frameworks of Master's program. Many things caused questions in the course of the program implementation: full-time-part-time form of study, duration of training-more than two years, working teachers, the need to coordinate their schedule with the training schedule. But the most important was the problem of organizing research activities: how to regulate time, to interest graduate students with scientific topics, to try to combine their professional and personal needs. Observing graduate students allowed to draw some conclusions, stated in the article. It identifies common problems faced by teachers working on Master's theses, and ways to solve them. This attempt to generalize the experience of working with teachers will be interesting from a practical point of view. The text outlines the main points of work with teachers engaged in Magistracy. It is traced, what problems teachers had at the beginning of training in Magistracy and how it was possible to improve the situation. Teachers engaged in the Master's program will be able to see themselves from the outside. Lecturers will have an opportunity to take into account the nuances of working with practicing teachers who enter Magistracy. We hope that the publication will assist in understanding the specifics of the research activities of teachers and pedagogical Magistracy.