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A practice-oriented model of training masters of pedagogy (based on the educational activities of regional universities in China) // Tomsk State Pedagogical University Bulletin. 2026. Issue 3 (245). P. 146-157

In the context of the country’s strengthening strategy through education, the training of master’s degree students in regional universities faces challenges such as the mismatch between supply and demand for personnel, the lack of formal collaboration between the university and the region, and the divergence in evaluation frameworks. In this study, using the methods of action research and case study, a model of collaborative training between the university and the region was developed over a period of more than two years, based on the principles of need-based approach, increased integration, and emphasis on evaluation. This model is practice-oriented and focuses on the needs of basic education, building a practical chain of “four in one”, establishing a three-dimensional mechanism of “teachers-training courses-platforms” integration, and improving the “two levels, four dimensions, six aspects” evaluation system. Practice shows that the model effectively enhances the practical and research abilities of Master of Education, solves the problem of resource shortage in regional universities, and provides an operational paradigm for training highly qualified practice-oriented Master of Education teachers in similar universities. The training of masters in pedagogy should follow the logic of “focusing on practice and focusing on the student”. Pedagogical research shows that the practical and research abilities of masters in pedagogy are developed gradually through the process of solving real pedagogical problems. The weakness of the traditional training model is that theoretical learning and simulation practice are disconnected from real-world problems, while the value of university-region collaboration lies in transforming real-world problems in basic education into training resources. Allowing masters of pedagogy, when faced with such problems as working with lagging students, integrating training courses, to actively apply theoretical knowledge, develop solutions, and reflect on the effect of practice. Such a “problem-oriented” method of preparation is much more effective than “passive theory assimilation”. In the future, it is necessary to strengthen the problem orientation, facilitating the deep participation of masters of pedagogy in the reform of basic education, turning the “pain points” of practice into “key moments” of preparation.

Keywords: pedagogical education, educational model, practice-oriented model, master of pedagogy, regional university, China