The article presents a model of a project-oriented system for bachelor’s internships in pedagogical education; one of their teaching profiles is mathematics. The model is built on the basis of a systematic, activity-based and competency-based approach. The project activities play the central role in the internships system. It provides substantively and organizationally the other types of students’ professional activities during the internship and contributes to their formation. The article shows how the requirements for the degree of independence of students’ project activities are consistently changing in the project-oriented system of internships due to the increase in the number of project skills formed during the internship period. The authors reveal the relationship between project skills and universal and general professional competencies of bachelors. The substantive succession of internships is presented that help student to improve in the chosen subject and complete the system of projects by completing the final qualifying thesis. The article considers the relationship of the internship system with the educational environment of the university and the territory. It contributes to the development of methodological support for a project-oriented internship system.
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