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Abstract: Today, educational organizations engaged in training psycho-pedagogical staff, are faced with the problem of modernization of education, strengthening the practice-oriented character of training, facilitating the formulation and solution of problems of transition from the pedagogy of "knowledge, habits and skills" – to the pedagogy of development; search of conditions allowing to train professionals who could effectively meet challenges in real professional activity. One of these conditions, from the point of view of the authors, is a school-university partnership to reallocate resources of the education program in favor of practice, to review the concept of practical training in accordance with the principle of distribution and partial involvement in the structure of the training module. The article describes experience in implementing school-university partnership in the process of training educational psychologists and shows that this form of cooperation between institutions of higher and general education provides a "fusion" of theory and practice, enabling students to comprehend the content of classroom teaching, to collect empirical material, which becomes the basis for reflection of their psychological and pedagogical experience and is a key to successful "acquisition" of labor functions and mastering the professional activity of teacher-psychologist.