Pedagogical practice report magistracy jurisprudence. Teaching practice

in the period from "____" ________ 201 to "______" _________ 201

at the North-Western Institute of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation

Faculty of Law

Department of Criminal Law

Performed: ____________

Master student of the 1st course, 1752 groups, full-time education, direction 40.04.01 "Jurisprudence", master's program "Criminal law, criminology, penitentiary law")

"___" _____ 201 (signature) ____________

Practice leader: Shepeleva Svetlana Vitalievna

PhD in Law, Associate Professor

"___" _____ 201 (signature) Shepeleva S.V.

Head of the master's program: Spitsnadel Vladimir Borisovich

Doctor of Law, Professor

"___" ______ 201 Spitsnadel V.B.

(signature)

St. Petersburg

INTRODUCTION …………….……………………………………………………….. 3

MAIN PART …………………………………………………...……. nineteen

CONCLUSION ………………………………………………………………. 21

LIST OF USED LITERATURE …………………….… 23

Application No. 1 INDIVIDUAL PLAN OF SCIENTIFIC AND PEDAGOGICAL PRACTICE…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Application No. 2 DIARY OF SCIENTIFIC AND PEDAGOGICAL PRACTICE …………………………………….….. 26

Application No. 3 INDIVIDUAL TASK FOR SCIENTIFIC AND PEDAGOGICAL PRACTICE ………………….……….. 28

Application No. 4 LECTURE LESSON ANALYSIS SCHEME ... .. 29

Application No. 5 PLAN - LECTURE LESSON SUMMARY ... 32

Appendix No. 6 REVIEW OF THE LESSON WITH STUDENTS IN SCIENTIFIC AND PEDAGOGICAL PRACTICE ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Application No. 7 SCHEME OF THE ANALYSIS OF THE SEMINAR LESSON... 57

Application No. 8 PLAN - SUMMARY OF THE SEMINAR LESSON, INCLUDING SITUATIONAL AND TEST TASKS …………...… 59

CHARACTERISTICS ………………………………………………….………70

Report on the passage of scientific and pedagogical practice

This report has been compiled in accordance with the submitted individual plan of scientific and pedagogical practice and individual task for practice.

INTRODUCTION

aim scientific - pedagogical practice is the acquisition of skills and abilities of conducting educational, educational and methodological activities, as well as the skills of organizing and performing research work as part of training in the magistracy. The skills acquired during the NPP will be used when writing a master's thesis.

Location of the NPP- Department of Criminal Law of the Faculty of Law of the North-Western Institute of the RANEPA under the President of the Russian Federation.

Practice dates: ____ - _____201__

The fulfillment of the NPP tasks included the following sections:

Ê educational and methodical work:

1. I analyzed the State Educational Standard for Higher Professional Education (GOS VPO) of the direction 40.04.01 "Jurisprudence". The standard was approved by the Order of the Ministry of Education and Science of the Russian Federation dated December 14, 2010 No. 1763.

2. An analysis of the educational lecture by the leading teacher of the Department of Criminal Law - candidate of legal sciences, associate professor Shepeleva S.V. (Appendix No. 4)

Ê academic work:

I attended the lecture of the leading teacher of the Department of Criminal Law Ph.D. in Law, Associate Professor Shepeleva S.V. on the topic: "Evidence and proof in criminal proceedings." The lecture was attended by 4th year students of the Faculty of Law as part of the course of lectures "Criminal Procedural Law" (09.02, 12:10-15:20, room 106). Also, together with the 4th year students, she attended lectures by teachers of the Department of Criminal Law such as Epifanov B.V. within the discipline: "Problems of qualifications of crimes in the sphere of economic activity" (08.02, 12:10-15:20, room 111), as well as Art. teacher Dronova T.N. within the framework of the academic discipline: "Crime in the system of state and municipal service" (14.02. 8:30-11:40, room 106) A review of the lecture by the leading teacher of the department is presented in Appendix No. 4.
I attended the lecture of the leading teacher of the Department of Criminal Law Ph.D. in Law, Associate Professor Shepeleva S.V. "Measures of criminal procedural coercion". The lecture was attended by 4th year students of the Faculty of International Relations as part of the course of lectures "Criminal Procedural Law" (13.02, 12:10-15:20, room 204).
I prepared a lecture on the discipline "Criminal Procedural Law" on the topic: "The activities of the prosecutor at the pre-trial stages of the criminal process." The lecture was prepared for 4th year students of the Faculty of Law. The main theses of the lecture are presented in Appendix No. 5. Using the materials of the lecture, as well as scientific literature on the topic of the master's thesis, a scientific article was written entitled: "On the question of the activities of the prosecutor at the pre-trial stages of the criminal process." The article is designed in accordance with the necessary requirements; and in accordance with GOST R 7.0.5-2008.
I attended a practical lesson of the leading teacher of the Department of Criminal Law PhD in Law, Associate Professor Shepeleva S.V. "Procedure for the production of investigative actions." The class was attended by students from 210 Center for accelerated training in the discipline "Criminal Procedural Law" (20.02, 09:00-12:10, room 305). A review of the teacher's practical lesson is presented in Appendix No. 7.
I prepared a seminar for 4th year students of the Faculty of International Relations, specialty "Customs" on the topic: "Initiation of a criminal case" (22.02, 12:10-15:20, room 208). A plan summary of the course of the practical lesson, as well as situational tasks and test tasks are presented in Appendix No. 8.

MAIN PART

Ø Analysis of psychological and pedagogical literature on the topic established by the head of the NCE - "Actual problems of the participation of the prosecutor in the pre-trial stages of the criminal process." During the period of practice, I analyzed the following tutorials:

Smirnov, A. V . Criminal procedure: a textbook for universities / A. V. Smirnov, K.B. Kalinovsky; under total ed. A. V. Smirnova. - M.: KNORUS, 2007. - 691c.

Bezlepkin, B. T. A lawyer's guide to criminal proceedings / B. T. Bezlepkin. - M.: Prospekt, 2007. - 687 p.

Criminal procedure: lecture notes, materials for seminars, situations and tests: educational method. allowance / T. G. Nikolaeva [and others]; ed. V. I. Rokhlin. - St. Petersburg: Business Press, 2004. - 247 p.

Danilov, E. P. A lawyer's guide: consultations, defense in court, sample documents / E. P. Danilov. - M.: Yurayt, 2007. - 690 p.

Danilov, E.P. Handbook of a lawyer in criminal cases: practical. allowance / E. P. Danilov. - M.: Yurayt, 2007. - 708 p.

A comparative analysis of the content of the textbooks was made orally during a conversation with the head of the NPP Shepeleva S.V. at the Department of Criminal Law.

Ø Description of practical tasks in the process of passing the NPP: in accordance with the plan of the NPP, approved by the Department of Criminal Law, I had to do the following:

ü Prepare lecture material on the topic: "The activities of the prosecutor at the pre-trial stages of the criminal process." The choice of this topic is due to its relevance in our time. Since this topic is in the field of my scientific interests and to one degree or another should be reflected in the master's thesis, in addition to the material already collected on this topic, I analyzed the available information on this issue.

Ø Description of the organization of individual work: before the start of the practice, I, together with the supervisor, drew up an individual practice plan, which is attached to the report (Appendix No. 1).

Ø The results of the analysis of the classes conducted by teachers and other undergraduates: the report is accompanied by an analysis of the lecture and seminar classes by Ph.D. in Law, Associate Professor Shepeleva S.V. (Appendix No. 4, Appendix No. 7).

CONCLUSION

Description of the skills and abilities acquired in practice.

During the practice, I studied a large number of literature sources that I needed to write my master's thesis. The analysis of textbooks on criminal procedure currently used in Russian universities was also useful.

Analysis of GOS VPO direction 40.04.01 "Jurisprudence" is of practical importance for me. This is important knowledge for every undergraduate, as it gives a complete picture of the master's programs, the importance of obtaining the degree of "Master of Law". This document has a clear description of the structure of the program, the scope of acquired knowledge, and professional skills.

Preparing a lecture for 4th year students of the Faculty of Law allowed me to study in more detail the activities of the prosecutor at the pre-trial stages of the criminal process. It is necessary and useful for writing a dissertation. Attending a teacher's lecture, of course, gave me the practical experience necessary for conducting a lecture, analyzing lecture material.

Preparing and conducting a practical lesson for 4th year students of the Faculty of International Relations of the specialty "Customs" allowed me to deepen my knowledge not only on the topic of the seminar, but also to instill pedagogical skills.

Proposals for improving the organization of educational, methodological and educational work.

Offering something specific is not easy. But it is quite appropriate to note that I remain satisfied with the work of the department with undergraduates. The Department of Criminal Law gives great opportunities to its students and is always ready for cooperation.

Individual conclusions about the practical significance of the conducted scientific and pedagogical research.

During the practice, the experience gained is very important for my research work. Having studied the GOS VPO standard in the direction 40.04.01 "Jurisprudence", I began to understand the program I study, the quality of the knowledge I receive, and the importance of a master's degree in law much better. I had the opportunity to attend the lectures of the leading teachers of the department, to follow how the teacher presents the topic of the lecture, how he keeps and keeps the attention and interest of students.

LIST OF USED LITERATURE

Bezlepkin, B. T. Criminal procedure in Russia: textbook / B. T. Bezlepkin. - M.: KNORUS, 2006. - 487 p.
Bessarabov, V. G. European standards for ensuring the rights and freedoms of man and citizen in the Russian criminal process / V. G. Bessarabov, E. V. Bykova, L. A. Kurochkina. - M.: Yurlitinform, 2005. - 229 p.
Gavrilov, B. On the issue of provocation of crimes (taking into account the decisions of the European Court of Human Rights) / B. K. Gavrilov, S. Bozhenok // Russian Justice. 2006. no. 5. S. 44-50.
Danshina, L. I. Initiation of a criminal case and preliminary investigation in the criminal process of Russia: a study guide / L. I. Danshina. - M.: Exam, 2003. S. 20-28.
Kozubenko, Yu. V. Criminal prosecution: the experience of a comprehensive study / Yu. V. Kozubenko. - St. Petersburg: R. Aslanov Publishing House “Jurid. Center Press”, 2006, pp. 74-129.
Korotkov, A. P. Prosecutorial and investigative practice of application of the Code of Criminal Procedure of the Russian Federation: commentary / A.P. Korotkov, A.V. Timofeev. - M.: EXAM, 2006. S. 300-323.
Kudryavtseva, E. P. Judicial practice in criminal cases / E.P. Kudryavtseva, O. V. Naumenko, S. A. Razumov; under total ed. V. M. Lebedev. - M.: Yurid. programs, 2005, pp. 235-240.
Scientific and practical commentary on the Code of Criminal Procedure of the Russian Federation / V. K. Bobrov [and others]; under total ed. V. M. Lebedev; scientific ed. V. P. Bozhev. - M.: Yurayt, 2007. S. 441-448.
Nekrasov, S. V. Legal issues of initiating a criminal case and preliminary investigation: textbook.-method. allowance / S. V. Nekrasov, T. P. Kesareeva. - M.: Yurlitinform, 2006. S. 4-9.
Smirnov, A. V. Criminal procedure: a textbook for universities / A. V. Smirnov, K. B. Kalinovsky; under total ed. A. V. Smirnova. - M.: KNORUS, 2007. S. 308-335.
Criminal procedure law of the Russian Federation: textbook / LN Bashkatov [and others]; resp. ed. I. L. Petrukhin. - M.: Prospekt, 2007. S. 316-326.
Code of Criminal Procedure of the Russian Federation dated December 18, 2001 No. 174-FZ (with the latest amendments and additions). - M., 2008. Art. 140-149.

INDIVIDUAL PLAN
SCIENTIFIC AND PEDAGOGICAL PRACTICE

Master's student of the 1st year, 1752 groups, full-time education, direction 030900.68 "Jurisprudence", master's program: "Criminal law, criminology, penitentiary law"

FULL NAME.: ______________________________________________

Head of practice, full name Shepeleva Svetlana Vitalievna _____________________

1. Terms of internship: 08.02 – 01.03.2012

2. Place of passage: Department of Criminal Law of the North-Western Institute of Management, RANEPA under the President of the Russian Federation

3. Plan of scientific and pedagogical practice:

stage number	Event	Deadlines	Reporting form
	Educational and methodical work
	The study of the structure and content of the State Educational Standard of Higher Professional Education in the direction 030900 "Jurisprudence"	08-10.02. 2012	Analysis of GOS VPO
	Academic work
	Preparation of a lecture on the topic: "The activities of the prosecutor at the pre-trial stages of the criminal process" for 4th year students of the Faculty of Law	13-17.02. 2012	Lecture text
	Conducting a seminar on the course "Criminal Procedural Law" on the topic: "Initiation of a criminal case" for 4th year students of the Faculty of International Relations, specialty "Customs".	20-24.02. 2012	Seminar plan, tasks, tests.
	Organizational and educational work
	Participation in 2 seminars. Discussion with students on the topic: "Actual problems of the prosecutor's activities at the pre-trial stages of the criminal process."	27-29.02. 2012	Consultation.

Undergraduate Signature _____________________________________________ ____________

Signature of the practice head _________________________________ S.V. Shepeleva

Introduction
Chapter 1. Modern forms of education at the university
1.1 Modern forms of organization of the educational process in a higher educational institution
1.2 Modern technologies in higher professional education
Chapter 2. Work in the BSS Chief Accountant
2.1 Basic concepts about the Glavbukh system
2.2 Description of the methodology for conducting laboratory work
Conclusion
List of sources used

Introduction

An important component of the educational process is the pedagogical practice of students in a higher educational institution, which logically completes their professional training as teachers.

The main goal of pedagogical practice at the university is to involve students in scientific and pedagogical activities, revealing their research and pedagogical potential, direct participation in the educational process of the educational institution, testing the professional and theoretical knowledge gained by students at the university.

The relevance of pedagogical practice lies in the fact that students get acquainted with the logic and content of the educational process in a higher educational institution, scientific and educational and methodological work at a university, with the features of the pedagogical activity of a teacher, with innovative teaching technologies, study the specifics of educational work with students, features development of their professional skills. The acquired skills will help students if they aspire to build their careers as teachers.

The main tasks of teaching practice at the university are:

1) the acquisition of various practical skills by students in educational work with students;

2) gaining experience in the professional activities of a teacher in the development of programs for theoretical and practical training of students;

3) establishing and strengthening the connection of theoretical knowledge obtained by undergraduate trainees with professional and pedagogical activities;

4) studying the pedagogical experience of qualified teachers of an educational institution;

5) participation of the student in the pedagogical and methodological work carried out by the department.

Chapter 1 Modern Forms of Education at the University

1.1 Modern forms of organization of the educational process in a higher educational institution

To date, the educational process requires constant improvement, as priorities and social values are changing: scientific and technological progress is increasingly recognized as a means to achieve a level of production that best satisfies ever-increasing human needs, the development of the spiritual wealth of the individual. Thus, the current situation in education requires a radical change in the strategy and tactics of education in educational institutions. The main characteristics of graduates of any educational institution is its competence and mobility. In this regard, the emphasis in the study of academic disciplines is transferred to the process of cognition, the effectiveness of which depends entirely on the student's cognitive activity.

At the moment, traditional education, which is focused on increasing the level of knowledge and skills in the subject area, more and more does not meet modern requirements. Modern education should be based not only on academic disciplines, but also on the way students think and act. The goal of any higher educational institution is not only graduates who receive a high level of training, but also the inclusion of students in the learning process in the development of fundamentally new technologies, adapting them to the realities of the production environment.

There are three main forms of education:

1) Passive, in which the teacher is the main character and manager of the course of the lesson, and students act as passive listeners;

2) Active, where students are active participants, students and the teacher are on an equal footing;

3) Interactive - the interaction of students occurs not only with the teacher, but also with each other, the activity of students in the learning process dominates

Active learning methods are the most successful for students to absorb knowledge. There are the following active forms of interaction between the teacher and students.

The lecture assumes that the lecturer, presenting the material, actively interacts with students, answers the questions asked, or asks questions himself, expecting to receive an answer. Also, the teacher can first pose a problem to the students, the solution of which must be obtained at the end of the lecture.

Training seminars and training discussions involve a collective discussion of a particular problem or topic. Discussions help you learn to argue and defend your point of view.

Educational meetings at the "round table" involve the invitation of various specialists, to whom students put forward problems and formulate a number of questions on a topic of interest. And they, in turn, give explanations.

Interactive learning is also successful for the preparation of highly qualified specialists and belongs to the so-called innovative learning. Such training helps students to think outside the box and flexibly, quickly responding to changes in the world. Interactive forms of learning include business and role-playing games, discussions, trainings, etc.

1.2 Modern technologies in higher professional education

Modern technologies, first of all, imply the computerization of the educational process.

Technical means find their application in many types of education. They increase the productivity of students by allowing them to search and work with information and various materials much faster. Modern technologies allow you to get advice on various issues and problems and improve your knowledge and skills using a variety of programs and tools on the Internet.

However, computerization has a number of problems that are overcome rather slowly, such as: the technical equipment of educational institutions, the lack of specialists who have sufficient skills in working with technical means, a large amount of information that has not yet been digitized.

The introduction of new information technologies in education has led to the emergence of new educational technologies and forms of education based on electronic means of processing and transmitting information. The emergence of powerful computer multimedia systems and interactive computer programs has become the basis for the intensive development of distance learning (DL).

All components of the electronic component are quite promising and convenient means and can significantly improve the learning process.

For example, the Glavbukh System is a reference book on various accounting, tax and legal issues. Any Internet user can access it. And this system is effective enough for training not only for students, but also for a variety of specialists, regardless of profession.

Chapter 2. Work in the BSS Chief Accountant

2.1 Basic concepts about the Glavbukh system

The Glavbukh system is a reference and information program that helps to find various up-to-date information in the field of accounting and tax accounting (including the latest updates in legislation, regulations and other documents).

The system can be used not only by organizations, entrepreneurs, lawyers, accountants, but also by students. Every year, the Chief Accountant organizes an Olympiad for students, following which the winners are awarded gifts, cash rewards, and certificates of participants.

This system is suitable for:

1) various budget organizations;

2) any commercial organization, regardless of their taxation system (OSN, STS, etc.);

3) non-profit organizations;

4) various entrepreneurs, accountants, lawyers who seek to improve their knowledge and learn all the subtleties of accounting and tax accounting;

5) students of higher educational institutions.

The Glavbukh system has various necessary and additional materials for the work of organizations. In this regard, it has several advantages:

1) Only in this system the user receives clarifications and advice on various issues from specialists from the Ministry of Finance, the Federal Tax Service, the Ministry of Labor, etc.;

2) The Glavbukh system is updated daily, so the user has access to up-to-date information;

3) The chief accountant is an electronic system, so you can use it from any computer with Internet access;

4) Unique expert support: an online assistant and written expert advice - depending on the complexity of the questions - answers can be given instantly or within a day;

5) The system contains the most popular accounting publications, both fresh issues and complete archives;

6) The chief accountant has a large database of sample documents with various tips and comments on how to fill them out;

7) Users get the opportunity to create electronic reporting, as well as receive a service for sending these reports to various funds and tax authorities;

8) Users of the system can remotely study at higher schools, confirming their knowledge and receiving certificates.

Thus, at any convenient time, you can get expert advice on various issues, independently find information in the field of accounting and tax accounting, or get acquainted with the latest legislative or legal news.

2.2 Description of the methodology for conducting laboratory work

Work in the BSS Chief Accountant - laboratory work.

Held on 04/27/2016 and 05/18/2016. Conducted on the flow of students 2k. direction 38.03.01 - economics, profile "Finance and credit", gr. 884 1-2.

There were: students in the amount of 30 people; from the department - Vasilkovskaya Natalya Borisovna, PhD in Economics, Associate Professor of the Department of Economics.

The event consists of two labs. The first laboratory work consists in searching for documents in the Glavbukh System, the second - in searching for information in the Glavbukh System.

Laboratory work allows you to combine theoretical and methodological knowledge and practical skills of students in the process of research activities. Laboratory work is a form of organization of the educational process, aimed at obtaining practical skills by working with material objects or models of the subject area of the course.

Before conducting laboratory work, the following tasks were set:

1) primary mastery of students with knowledge about the Glavbukh system;

2) control of knowledge by performing independent work;

3) the formation by students of the skills of using reference systems to obtain the necessary information.

Conducting laboratory work No. 1 "Practical exercises on searching for documents in the Glavbukh System"

Stage number 1 - search for documents using the search bar and search card.

First, it was briefly outlined what the search string, search card, and how to use them are.

The search string in the Glavbukh System is a universal search tool that is available in each section of the System. It consists of a field for entering a query and a "Search" button. The search card is a search "By details ...", which is located just to the right of the search line.

1) You yourself pay the cost of studying at the university for 50,000 rubles. per year. During the holidays, you work part-time. And your salary for this year was 80,000 rubles, including tax withheld at the enterprise. Complete your personal income tax return (on your behalf) to receive a deduction for your own education expenses. Until what time can you file a declaration (3-personal income tax) to return the withheld tax?

2) You are writing a thesis on tax control. Find for use in the work all the articles of the journal "Accounting. Taxes. Pravo” for the last two years on the indicators of the tax burden that the tax inspectorate uses to schedule audits.

3) Find a video seminar on travel expense accounting.

Stage number 2 - search for documents through rubricators.

First, the essence of the rubricator was briefly outlined.

The rubricator provides a quick search for unknown documents on general topics. It is especially effective if you want to view a collection of documents on a common topic. In each section of the System, in the lower left corner of the screen, there are always buttons for switching to the headings of the sections: “All recommendations”, “All forms”, “All directories”, “All codes and PBU”, etc.

For independent decision, students were offered the following tasks, with which they did an excellent job:

2) Find the PBU that establishes the rules for correcting errors in accounting and reporting.

3) Find an article in issue 5 of the Glavbukh magazine for 2014 about what documents you need to draw up the provision of discounts so as not to cause tax disputes.

During the laboratory work No. 1, the students made the following conclusions:

1) Documents can be searched not by details, just enter the type of document with the number or its title in the search box;

2) The search string is ineffective when searching for documents on topics that are too general (for example, "VAT", "Excise taxes").

4) To collect general information, a rubricator is more effective than a search string.

Conducting laboratory work No. 2 "Practical exercises on finding information in the Glavbukh System"

First, it briefly outlined what a recommendation is and how to search for information using recommendations.

Each recommendation separately is a thematic collection of information and links to regulations, forms, sample forms, reference tables, etc. For each issue, the recommendation contains a ready-made analysis of legislation and arbitration practice, warnings about all dangers are posted, all options are considered decisions, conclusions are drawn, advice is given, and practical actions are described with all the details and with examples. As a result, the search method through the recommendation can find everything much faster. Like in an encyclopedia.

For an independent decision, the students were offered the following task, with which they did an excellent job: Find the normative act that establishes the procedure for calculating hospital benefits.

Stage number 2 - search for information in forms and samples.

First, it was briefly outlined how to search for information using forms and patterns.

When the required form is known and it is not necessary to study the procedure for documenting transactions, you can do without searching in the recommendations. It is better to look for the form itself or a sample of its filling in the "Forms" section. There, well-known forms and patterns can be quickly found as separate documents. They will be accompanied by orders for the approval of the form.

For independent decision, students were offered the following tasks, with which they did an excellent job:

1) Find a sample of filling out a payment order for transferring VAT to the budget;

2) Find the form for calculating contributions for compulsory social insurance and accident insurance (Form 4-FSS).

Stage 3 - search for reference information and search for information in the legal database.

At the beginning, it was briefly stated what the directory of the system is and how to use it to find this or that information, as well as how to search for information in the legal database.

Reference books of the System are a brief summary of the legal framework for an accountant about tax rates, fines, composition of reporting, dates of various events in the life of an accountant, reviews of legislative changes by years, etc. In such references, information is presented in a very easy-to-read tabular form . Each thesis of the reference table is always accompanied by references to the normative act-foundation. There are several ways to find help information. For example, using the search string in the "Recommendations" and "References" sections. Reference tables have been added to the search in the "Recommendations" section. And if the keywords of the query exactly match the title and content of the reference document, the result of the search results in these sections can be almost the same.

Searching for information in legislation is a special, most complex search method that requires certain professional training. each document (law and by-law) contains back links to all materials of the System in which this document is mentioned. Backlinks in the System are opened with a button in the form of a number in a square. The number means the number of links. Backlinks greatly speed up the search for all related materials.

For an independent solution, students were offered the following task, with which they did an excellent job: Find a certificate on cases of differences between accounting and tax accounting of fixed assets.

In the course of performing laboratory work No. 2, the students made the following conclusions:

3) Through the recommendation, it is convenient to search not only for a description of the documentation of transactions and regulatory instructions for filling out forms, but also for the forms themselves and samples for filling them out. Especially if it is not known which form to use;

4) Searching for a known form in the "Forms" section is more efficient than searching through a recommendation. Even if the query turns out to be quite general, there will be a minimum of excess in the search results;

5) If you know the exact name of the form or even keywords that accurately characterize the form, then you can search for it even in the "Forms", even in the "Recommendations". In addition, in any section, when you enter the name of the form in the search bar, hints appear that serve as a direct transition to the desired form.

Conclusion

During the passage of pedagogical practice, skills in scientific and pedagogical activities were mastered. At the initial stage, there was an acquaintance with the specifics of the organization of the educational process. Subsequently, he took part in the methodological and pedagogical work of the department, and gained tremendous experience in teaching.

The main difficulties in the work turned out to be working with students who needed to be adjusted to perceive themselves as a teacher, and also, due to the fact that the practice meant the use of modern technical means, there were difficulties using the technology of the Glavbukh System program. But all the problems were overcome and the students actively participated in the educational process, answering questions and completing assignments.

The students also acquired the skills of working with the Glavbukh reference and information system and improved their knowledge in the field of accounting and tax accounting, the legislation of the Russian Federation.

During the practice, not only the skills of professional and pedagogical activity were obtained, but also the skills of communication, interaction between the teacher and students.

List of sources used

1. Modern teaching methods at the university. [Electronic resource] - Access mode: http://sociosphera.com/publication/ conference/2012/138/sovremennye_metody_obucheniya_v_vuze/ (accessed 25.02.2017)
2. Gorbatova M.K., Nazipova M.A. Methods of teaching in higher education. / Study Guide / M.K. Gorbatova, M.A. Nazipova. Nizhny Novgorod: UNN - 2012. - 53 p.
3. Innovative teaching methods in higher education. [Electronic resource] − Access mode: http://sci-article.ru/stat.php?i=1408380616 (accessed 25.02.2017)
4. Modern technologies of teaching at the university. [Electronic resource] - Access mode: http://moluch.ru/archive/92/17764/ (accessed 25.02.2017)
5. Learning theory. [Electronic resource] - Access mode: http://lib4all.ru/base/B3165/B3165Part31-144.php (Accessed 25.02.2017)
6. Innovative forms and methods of teaching. [Electronic resource] - Access mode: https://www.fundamental-research.ru/ru/article/view?id=34868 (accessed 25.02.2017)
7. BSS "System Chief Accountant". [Electronic resource] - Access mode: http://kgermak.ru/sistema-glavbuh (accessed 25.02.2017)
8. Accounting reference system. [Electronic resource] - Access mode: https://www.1gl.ru/about/ (accessed 25.02.2017)
9. Laboratory work. [Electronic resource] − Access mode: http://studynote.ru/studgid/pomosch/chto-takoe-laboratornaja-rabota/ (Accessed 25.02.2017)

Report on teaching practice at the university updated: July 31, 2017 by: Scientific Articles.Ru

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Introduction

1. Goals and objectives of pedagogical practice

2. Topic and type of lesson

3. Development of a training program

4. Feedback analysis

Conclusion

Bibliography

Introduction

Pedagogical practice is an obligatory part of the main educational program for the professional training of masters.

During the practice, students study the basics of educational and methodological pedagogical work in a higher educational institution, get acquainted with modern methods of educational work at a higher educational institution, with the content and features of the pedagogical activity of teachers, master the skills of conducting classes, master the methodology of teaching academic disciplines in a higher educational institution, gain experience preparation and conduct of economic disciplines, as well as experience in communicating with undergraduate students and teachers.

The main goal of the teaching practice of masters is to form the competencies of a university teacher who is able to carry out educational and educational work at a modern scientific and methodological level. It is important to note that the educational program of the master's level of training does not aim to form a ready-made teacher, but it provides a basis for the development of the necessary teaching skills, creates conditions for acquiring pedagogical experience.

Based on this, the main tasks of the teaching practice of masters are:

1. Consolidation of knowledge, skills and abilities acquired by masters in the process of studying the disciplines of the master's program.

2. The study of methods and techniques for preparing and conducting lectures, seminars and practical classes.

3. Development of skills of methodical analysis of training sessions.

4. Formation of ideas about modern educational technologies, active teaching methods at the university.

5. Development of skills of independence, self-education and self-improvement in the implementation of scientific and pedagogical activities.

1. Goals and objectives of pedagogical practice.

The place of passing the scientific and pedagogical practice is the master's program of the Russian State Agrarian University of the Moscow Agricultural Academy named after K.A. Timiryazev.

The pedagogical practice of undergraduates studying under the educational program for the preparation of masters is an integral part of the main educational program of higher professional education in the areas of master's training. The pedagogical practice of undergraduates is aimed at acquiring practical skills in conducting training sessions. Pedagogical practice focuses students on the following types of professional activities: teaching, scientific and methodological, consulting; organizational, research.

The main requirements from pedagogical practice are to gain an understanding of:

* the basic principles, methods and forms of organization of the pedagogical process in the university;

* systems of competencies and professionally significant qualities of trainees and teachers;

* requirements for a university teacher in modern conditions.

In addition, the undergraduate must master the skills:

* implementation of methodological work on the design and organization of the educational process;

* public speaking in front of an audience and creating a creative atmosphere in the course of classes;

* analysis of the difficulties that arise in pedagogical activity and the adoption of an action plan to resolve them;

* self-control and self-evaluation of the process and result of practice

The tasks of scientific and pedagogical practice include creating a work program for conducting classes in the discipline "Project Management", which includes:

Prepare practical material on the topic "Risk assessment by the method of mathematical statistics"

Determine the place of the discipline in the structure of the main educational program (determine which target group the course is designed for)

Organize the time allocation for the lesson.

Prepare and use in practice educational and methodological materials (presentations, case studies)

· Prepare information support for the discipline (includes lists of basic and additional literature, software).

· Determine the audience with the most appropriate material and technical support for the lesson (projector, computers).

· Prepare a feedback questionnaire “Teacher through the eyes of students”.

Based on the results of the training work, a self-analysis of the conducted classes should be carried out. It is based on:

1) analysis of problem situations

2) results of self-observation;

3) data of an intermediate test of knowledge on the analyzed topic;

4) student survey data.

pedagogical practice master teacher

2. Topic and type of lesson

Topic of the lesson - Assessment of investment risk by the method of mathematical statistics.

The purpose of the lesson is to familiarize the target group with the theoretical foundations and norms for assessing investment risk using the method of mathematical statistics. Apply the learned material in a practical lesson. Before the practice, the supervisor developed an individual task. In accordance with the individual task, I studied the special literature on the topic, as well as the methodology for conducting practical exercises.

Lesson objectives:

1. To acquaint the audience with theoretical material on this topic.

2. To consolidate the information provided in a practical lesson in the form of a group assignment.

3. Answer the audience's questions on this topic.

Target group - masters of the 1st year of study in the direction of "project management", group No. 117, seven people attended the lesson.

Lesson time: from 14:45 to 15:30.

Lesson duration 45 minutes

Lesson Plan

The method of teaching students is a practical lesson by means of demonstration, exercises.

The information material for the lesson was prepared in the form of cases for practical application and theoretical aspects on a separate file, as a handout.

The necessary technical means and equipment is an audience equipped with computers.

3. Development of a training program

Introduction: definition of basic concepts:

Risk assessment is a set of analytical measures that make it possible to predict the possibility of obtaining additional business income or a certain amount of damage from a risk situation that has arisen and untimely taking measures to prevent risk. The degree of risk is the probability of a loss occurring, as well as the amount of possible damage from it. The risk may be:

admissible - there is a threat of complete loss of profit from the implementation of the planned project;

Critical - non-receipt of not only profits, but also revenues and coverage of losses at the expense of the entrepreneur's funds are possible;

catastrophic - possible loss of capital, property and bankruptcy of the entrepreneur.

Quantitative analysis is the determination of the specific amount of monetary damage to individual subspecies of financial risk and financial risk in the aggregate. Sometimes a qualitative and quantitative analysis is carried out on the basis of an assessment of the influence of internal and external factors: an element-by-element assessment of the share of their influence on the operation of a given enterprise and its monetary value is carried out. This method of analysis is quite laborious from the point of view of quantitative analysis, but brings its undoubted results in qualitative analysis. In connection with this, more attention should be paid to the description of methods for quantitative analysis of financial risk, since there are many of them and some skill is required for their competent application. In absolute terms, the risk can be determined by the amount of possible losses in material (physical) or cost (monetary) terms. In relative terms, risk is defined as the amount of possible losses related to a certain base, in the form of which it is most convenient to take either the property state of the enterprise, or the total cost of resources for this type of entrepreneurial activity, or the expected income (profit). Then we will consider losses as a random deviation of profit, income, revenue in the direction of decrease. compared to expected values. Entrepreneurial loss is primarily an accidental decrease in entrepreneurial income. It is the magnitude of such losses that characterizes the degree of risk.

Hence, risk analysis is primarily associated with the study of losses. Depending on the magnitude of probable losses, it is advisable to divide them into three groups:

Losses, the value of which does not exceed the estimated profit, can be called admissible;

Losses, the value of which is greater than the estimated profit, are classified as critical - such losses will have to be compensated from the pocket of the entrepreneur;

Even more dangerous is the catastrophic risk, in which the entrepreneur risks incurring losses in excess of all his property.

Basic theoretical information on the topic:

The most widely used in assessing the risk of investment projects are such quantitative methods as: - statistical method; - sensitivity analysis (parameter variation method); - method of checking stability (calculation of critical points); - method of scenarios (method of formalized description of uncertainties); - simulation modeling (method of statistical tests, Monte Carlo method); - method of adjusting the discount rate. Often, the production activities of enterprises are planned according to average indicators of parameters that are not known in advance reliably and can change randomly. At the same time, a situation with sharp changes in these indicators is highly undesirable, because this means the threat of losing control. The smaller the deviation of indicators from the average expected value, the greater the stability. That is why the most widely used in assessing investment risk is the statistical method based on the methods of mathematical statistics. The calculation of the average expected value is carried out according to the weighted arithmetic mean formula:

where x is the average expected value;

xi is the expected value for each case;

ni - the number of cases of observation (frequency) Y - the sum of all cases. The average expected value is a generalized quantitative characteristic and does not allow making a decision in favor of any investment option. To make a final decision, it is necessary to determine the degree of fluctuation of a possible result. Variability is the degree to which an expected value deviates from the mean. To evaluate it in practice, either the variance is used

or standard deviation (RMS):

The standard deviation is a named value and is indicated in the same units in which the varying trait is measured. To analyze the results and costs of an innovative project, as a rule, the coefficient of variation is used. It represents the ratio of standard deviation to the arithmetic mean and shows the degree of deviation of the obtained values: (in percent). The larger the coefficient, the stronger the volatility. The following qualitative assessment of various values of the variation coefficient was adopted: up to 10% - weak variability, 10-25% - moderate, over 25% - high.

For the same values of the level of expected income, investments that are characterized by a lower RMS value are more reliable. Preference is given to those investment projects for which the value of the coefficient of variation is lower, which indicates a better ratio of income and risk. Despite the simplicity of the formulas, the use of the statistical method requires a large amount of data over a long period of time, which is its main drawback. In addition, the characteristics described above are supposed to be applied to the normal probability distribution law, which is widely used in risk analysis, since its most important properties (distribution symmetry relative to the mean, negligible probability of large deviations of a random variable from the mean, etc.) can significantly simplify analysis. However, project parameters (cash flow) do not always follow the normal law. Therefore, the use of only the above characteristics in risk analysis can lead to incorrect conclusions and the use of additional parameters is necessary).

The use of a more complex mathematical apparatus (regression and correlation analysis, simulation methods) allows for a deeper analysis of the risk and its causes. In investment design, when assessing risk, the method of sensitivity analysis is widely used. In this method, risk is considered as the degree of sensitivity of the resulting project indicators to changes in the operating conditions (tax payments, product prices, average variable costs, etc.). As the resulting indicators of the project can be: performance indicators (NPV, IRR, PI, payback period); annual indicators of the project (net profit, accumulated profit). The analysis begins with the establishment of the base value of the resulting indicator (for example, NPV) with fixed values of the parameters that affect the result of the project evaluation. The percentage change in outcome (NPV) is then calculated when one of the performance conditions changes (other factors are assumed to be unchanged). As a rule, the limits of parameter variation are ± 10-15%. The most informative method used for sensitivity analysis is the calculation of the elasticity index, which is the ratio of the percentage change in the resulting indicator to the change in the value of the parameter by one percent.

where x1 is the base value of the variable parameter,

x2 - changed value of the variable parameter,

NPV1 - the value of the resulting indicator for the base case,

NPV2 - the value of the resulting indicator when changing the parameter. In the same way, the sensitivity indicators for each of the other parameters are calculated. The higher the value of the elasticity index, the more sensitive the project is to changes in this factor, and the more the project is exposed to the corresponding risk.

Sensitivity analysis can also be carried out graphically, by plotting the dependence of the resulting indicator (NPV) on the change in this factor. The greater the slope of this dependence, the more sensitive the NPV value to parameter changes and the greater the risk. The intersection of the direct response with the abscissa shows at what percentage change in the parameter the project will become ineffective. Based on these calculations, an expert ranking of the parameters according to the degree of importance (high, medium, low) and the construction of the so-called "sensitivity matrix" is carried out, which makes it possible to identify the least and most risky factors for the project.

Sensitivity analysis allows you to determine the key (in terms of project sustainability) parameters of the initial data, as well as calculate their critical (maximum allowable) values. The main disadvantage of this method is the premise that the change in one factor is considered in isolation, while in practice all economic factors are more or less correlated. The sustainability test method involves the development of scenarios for the implementation of the project in the most likely or most “dangerous” conditions for any participants. For each scenario, it is studied how the organizational and economic mechanism for the implementation of the project will operate under appropriate conditions, what will be the income, losses and performance indicators for individual participants, the state and the population. The influence of risk factors on the discount rate is not taken into account. The project is considered sustainable and effective if in all considered situations - NPV is positive; - the necessary reserve of financial feasibility of the project is provided. The degree of stability of the project to possible changes in the conditions of implementation can be characterized by indicators of the marginal (critical) level of production volumes, prices of manufactured products and other parameters of the project. The limiting value of the project parameter for some t-th year of its implementation is defined as the value of this parameter in the t-th year, at which the net profit of the participant in this year becomes zero.

This method does not make it possible to conduct a comprehensive risk analysis for all interrelated parameters, since each limit indicator characterizes the degree of sustainability depending only on a specific project parameter (production volume, etc.). To some extent, the disadvantages inherent in sensitivity analysis can be avoided by the scenario method, in which a set of factors of the project under study is subjected to simultaneous consistent change, taking into account their interdependence. The scenario method involves the description by experienced experts of the entire set of possible conditions for the implementation of the project (either in the form of scenarios or in the form of a system of restrictions on the values of the main technical, economic and other parameters of the project) and the costs, results and performance indicators that meet these conditions. As possible options, it is advisable to build at least three scenarios: pessimistic, optimistic and the most probable (realistic, or average).

The next step in the implementation of the scenario method is to convert the initial information about the uncertainty factors into information about the probabilities of individual implementation conditions and the corresponding performance indicators. Based on the available data, indicators of the economic efficiency of the project are determined. If the probabilities of the occurrence of one or another event reflected in the scenario are known exactly, then the expected integral effect of the project is calculated by the mathematical expectation formula:

where NPVi is the integral effect in the implementation of the i-th scenario,

pi is the probability of this scenario. At the same time, the risk of project inefficiency (Re) is estimated as the total probability of those scenarios (k) in which the expected project effectiveness (NPV) becomes negative:

The average damage from the implementation of the project in case of its inefficiency (Ue) is determined by the formula:

A probabilistic description of the conditions for the implementation of the project is justified and applicable when the effectiveness of the project is due, first of all, to the uncertainty of natural and climatic conditions (weather, the possibility of earthquakes or floods, etc.) or the state of fixed assets (decrease in strength as a result of wear of building structures and structures, equipment failures, etc.).

The practical aspects were provided as demonstration exercises in an excel case.

4. Feedback analysis

Feedback analysis was made based on the results of 7 questionnaires provided by me students of group No. 117, after a training session on the topic “Assessment of investment risk by the method of mathematical statistics. Copies of the questionnaires are attached to the report. The survey was confidential, meaning the survey was anonymous.

Questioning of students was carried out in order to identify their opinions about the quality of the lesson, to identify shortcomings for subsequent introspection. The questionnaire allows you to assess the accessibility of the perception of the studied material for students.

The main evaluation parameters are:

Correspondence of the content to the topic;

Relevance of the topic;

The novelty of the topic;

interest in the material;

Availability of perception of the received information;

Contact with the audience

As well as additional suggestions, comments and wishes.

A scale from 1 to 5 points, it is worth noting that the minimum value makes sense the lowest score, the maximum high.

According to the results of the questionnaire, all the students who filled out did not reveal a score below 4 points in all respects, which may indicate a general positive perception of the studied material.

Six out of seven people rated 5 points, such a criterion as “Relevance of the content to the topic”, one rated it 4 points.

Six out of seven people rated 5 points, such a criterion as "Relevance of the topic", one rated it 4 points, it should be noted that 4 points for these two criteria were given by different people. This indicates a scatter of opinions among students and their general competence.

According to such a criterion as "novelty of the topic", the votes were divided, almost equally four rated 5 points and three - 4 points. I can assume that some students have already familiarized themselves with the topic provided or found it less interesting than they expected.

The situation is the same for the parameter “interest in the material” - four rated 5 points and three 4 points, but 4 points were given by those students who considered 5 points for all of the above parameters. More interested in the material turned out to be those who may have already begun to work on this material or were familiar with it earlier. This gives us the right to assume that interest in the material may intersect with its possible practical application by students in their scientific work (course projects, dissertations).

The more problematic parameter was "Accessibility of perception of the received information", four students out of seven put 4 points and three 5 points. Perhaps the material should have been presented not by the method of demonstration and exercise, but in the form of a business game with dividing the group into teams, since I believe that this approach would arouse greater interest in the educational process and, as a result, would be more accessible for perception.

According to the parameter "contact with the audience", the students unanimously gave a score of 5 points. As a result of the lesson, the students were asked a number of questions, which shows their interest in the work. On my part, answers were given to all the questions posed by the students.

In the feedback questionnaire, below the table with the main parameters of the assessment, space was allocated for additional suggestions, comments and wishes. Four students expressed a desire to leave their personal impressions of the lesson. What will most colorfully and fully help me to compose an introspection of the lesson.

Two students noted that there was excitement and lack of confidence in my speech, as was noted by the students, this was expressed in the speed of speech.

One of the students expressed one of the wishes for more seriousness, although he noted at the same time that "in such an environment, this is normal." It can be assumed that the "frivolity", or rather a more friendly environment, was the result of excitement in order to win over the students, thereby giving a positive perception of the prepared material.

There were also positive comments.

Based on the results of the questionnaire and my own impression of the preparation and conduct of the lesson, I tried to conduct an introspection of pedagogical practice.

5. Self-analysis of the lesson

Interaction with the audience

During the lesson, it was possible to establish psychological contact with the audience and work effectively with all students. After analyzing my speech from the negative points, I can notice that, most likely, at this stage I had barriers with insufficient methodological development of the psychological analysis of a public speech. To do this, as I believe, one should get acquainted with the special literature on the methods of psychological contact with the audience, overcome the psychological barrier empirically.

What worked and what didn't work out

The lesson was held at the proper methodological and organizational level, which accompanied the achievement of the goal. In the course of the work, the main aspects of risk assessment by the statistical method were touched upon and discovered. During the lesson, a good working environment, mutual understanding was created, students' interest in this topic was aroused, which was supported by high organization and discipline. In preparation for the lesson, the teaching method was used by means of demonstration, exercises.

The choice of methods, techniques and teaching aids corresponds to the content of the educational material, the set goals of the lesson, the educational opportunities of this group, corresponds to the methodological apparatus of the lesson, each of its stages and the tasks of activating students.

Mistakes made during classes and possible ways to prevent them

After analyzing my speech, I wanted to improve it, work out oratorical skills, overcome strong excitement in front of the audience. In my opinion, my speech lacked psycho-emotional confidence, this was manifested in the speed of speech, sometimes in the inconsistency of words.

Based on the results of the analysis of the questionnaires, it can be concluded that the biggest problem for students was related to the accessibility of the perception of the information received.

Possible solutions are to present the educational material in a simpler form, possibly in a game version, for the greatest involvement in the educational process.

Conclusion

The main objective of the practice is to gain experience in pedagogical work in an educational institution. Pedagogical practice in the system of professional training of the master of engineering and technology is of great importance, since the master can be engaged in both research work and teaching activities in any of the educational institutions, up to the university. This practice is a link between theoretical training and future independent work of masters of engineering and technology, both in teaching and scientific work.

Based on the results of pedagogical practice, the knowledge gained in the learning process and the skills of a creative approach to solving pedagogical problems, for designing and conducting training sessions, were consolidated and put into practice.

The specifics of the teacher's activity in the direction of "Project Management" and the formation of skills to perform pedagogical functions were studied.

It was acquired in the practice of pedagogical skills, skills and competencies in the direction of "Project Management".

It has been mastered:

Conducting practical classes with students on the recommended topic of the curriculum.

Skills have been developed:

1. Formulate research goals and objectives for students;

2. Organize their activities;

3. Plan research work;

4. Conduct self-analysis of the effectiveness of their own work as a potential supervisor;

5. independent search and study of special literature;

6. Development of skills to correctly and fully state the state of a scientific problem based on the analysis of literature;

7. Development of skills to set research goals, formulate tasks of practical work;

8. Acquaintance with research methods, development of practical skills for their application;

9. Development of skills for working with people.

Bibliography

1. Aleksanov D.S. Development of business plans for investment projects for agribusiness enterprises: guidelines. - M.: Publishing house of FGU RTsSK, 2006. - 187 p.

2. Aleksanov D.S., Koshelev V.M. Economic evaluation of investments - M.: Kolos-Press, 2002. - 382 p.

3. Aleksanov D.S., Koshelev V.M., F. Hoffman "Economic consulting in agriculture" Moscow "KolosS". 2008

4. Accounting statements of CJSC Agrofirma Optina for 2009 and 2010.

5. Bocharov V.V. Investments: Textbook for universities. - St. Petersburg: Peter, 2008.

6. Blyakhman L.S. Economics, management organization and planning of scientific and technological progress: textbook. allowance. - M.: Higher School, 2007 - 176 p.

7. Vasiliev G.A., red. Fundamentals of Marketing: Study Guide. - M.: UNITI, 2005. - 543 p.

8. Vilensky, P.L., Livshits, V.N., Smolyak, S.A. Evaluation of the effectiveness of investment projects. - M.: Economics, 2001. - 855 p.

9. Galitskaya S.V. Financial management. The financial analysis. Enterprise finance: textbook. allowance. - M.: Eksmo, 2008. - 652 p.

10. Goldstein G.Ya. Innovation management. - Taganrog: TRTU, 2000. - 132 p.

11. Egorov I.V. Commodity Systems Management: Textbook "Publishing and Bookshop Center "Marketing"", 2001.-644 p.

12. Nikolaeva M.A. Theoretical foundations of commodity science: Textbook for universities. - M.: Norma, 2006.

13. Ershova S.A. Analysis and diagnostics of the financial and economic activities of the enterprise: textbook. allowance. - St. Petersburg: SPbGASU, 2007. - 155 p.

14. Zell, A. Investments and financing, planning and evaluation of projects / Per. with him. - M.: Os - 89, 2001. - 240 p.

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No. p / p	Task Formulation	Task content, execution time
I	Purpose: to introduce students to practical pedagogical activity, to form the professional skills necessary for the implementation of educational work, to master the methods of training and education;


II	Practice content 1. Learn	The structure and content of the federal state educational standard of higher professional education in the direction of training, the requirements for the professional preparedness of a bachelor and master, modern teaching technologies that reflect the specifics of the subject area.
Organization of educational and educational-methodical work at the department, at the university, the study of regulatory documents on the organization of the educational process, internal regulations
Methodology for preparing and conducting lectures and seminars
Modern information technologies
Educational and methodological documentation for lectures and seminars
2. Practically perform:	Preparing for trial classes
Collection and systematization of the legal framework
Drawing up a plan for lectures and seminars
Summarizing data for conducting classes
Development and conduct by a master student of a trial lecture under the supervision of a teacher on a topic related to his research work
3. Familiarize yourself	With the formulation of educational and educational-methodical work at the department, at the university, the study of regulatory documents on the organization of the educational process, the internal regulations of the university
with the methodology of preparing and conducting various forms of training sessions
undergraduates with the methodology of analysis of the conducted training sessions
III	Additional task	Preparation of visual materials


IV	Organizational and methodological instructions

No. p / p	the date	Events	Event Analysis	note
		Introductory lesson	Acquaintance with the position on pedagogical practice. Guidelines.

Pedagogical practice report magistracy jurisprudence. Teaching practice

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Introduction

1. Goals and objectives of pedagogical practice.

2. Topic and type of lesson

3. Development of a training program

4. Feedback analysis

5. Self-analysis of the lesson

Conclusion

Bibliography

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