The article provides grounding and a methodological macro-development basis for a system periodic model of professional pedagogical education within bachelor's and master’s programmes in natural sciences. In the abovementioned context, periodicity is regarded as a universally applicable procedural basis for multilevel continuous professional pedagogical education in the sphere of natural sciences. A key category of system periodic model of professional pedagogical education within bachelor's and master’s programmes in natural sciences is a didactic cycle characterised by purposefulness, internal system integrity, dynamism, iterativity, controllability and hierarchy of levels based on phase logic. Didactic cycle is represented as a dual procedure of development of subject-subject relations oriented to correlation changes of self-balancing systems depending on quantitative augmentation in a form of grasping of content of professional pedagogical education within bachelor's and master’s programmes in natural sciences to qualitative personal transformations. Realisation of the hierarchy position is realised as macro-didactic, meso-didactic and microdidactic cycles within the structure of a system model. Their attributive signs are goals, peculiarities of learning activity within the process of subject-subject dialogic interaction, types of solved tasks and performance. We have defined and characterised specificity of phases of didactic cycle: initiatives and perspectives, designing, implementation, assessment of results.

Kartavykh M.A. Et Al (2015). Periodicity of Professional Pedagogical Education within Bachelor’s and Master’s Programmes in Natural Sciences, European Research Studies Journal Volume XVIII Issue 4, 211-218