A new look at the system of training in-service teachers and innovative strategies for the organization of teacher education has led to the need to rethink master's degree programs as one of the most important ways of professional growth of the teacher. The purpose of the article was to determine the place, purpose, and role of master’s degree programs. The main research method used for the purposes of this research was an experimental study of the organization of master’s degree programs as a point of professional growth of teachers. The analysis was based on the programs’ features with regard to the stages of higher education, on the one hand, and, on the other, in relation to the courses of professional development and the centers of continuous professional development of teachers in Russia. The authors proposed and tested the model of organization of teacher training relied on contingent features, specifics of the programs, and organization of educational process. The activity of students was also analyzed with an aim of involving them in scientific understanding of pedagogical realities. A comparative analysis of the results of traditional advanced training courses and the model of master’s programs that the authors proposed has shown that students’ satisfaction with the learning process, positive perception of the educational process, and a clear vision of their professional growth are stronger at the master’s programs, while continuing professional development courses show more risks and do not always meet teachers’ expectations.

master's degree program, professional development, advanced training courses, Master's degree program peculiarities.