СОВРЕМЕННЫЕ ТЕНДЕНЦИИ РАЗВИТИЯ РОССИЙСКОЙ СИСТЕМЫ ДОПОЛНИТЕЛЬНОГО ПРОФЕССИОНАЛЬНОГО ПЕДАГОГИЧЕСКОГО ОБРАЗОВАНИЯ

Abstract

Currently, a promising direction for solving problems related to the modernization and transformation of the Russian school is the creation of a modern system of continuous professional development of teachers. To do this, it is necessary to clearly understand what changes are currently taking place in the field of additional professional pedagogical education as an essential component of the system of continuous professional development of teachers and what challenges should be met by regional institutions for advanced training and education development institutions. In this regard, the article examines and analyzes the most important trends in the development of additional professional pedagogical education on the basis of a systematic approach. The analysis showed that in the current situation, institutions of additional professional education are forced to respond to a number of new challenges related to (1) ensuring competitiveness and productive interaction with employers and direct consumers of educational services, (2) gradual centralization and unification of additional professional pedagogical education, ( 3) the need to develop adaptive, practice-oriented and flexible additional professional programs focused on the current model of a highly qualified specialist and (4) the creation of a modern motivating educational environment, including through organizing the activities of network “professional communities of practice” based on the use of information and communication technologies. Hence, the main conclusion is that institutions of additional professional pedagogical education should be transformed today into modern multifunctional centers that provide a variety of educational services, and the programs they implement should be transformed into complex block-modular constructs in which practice-oriented content is designed on the basis of micro– and nanomodular approaches, leading didactic scenarios, scientific and methodological infrastructure to support students in the learning process and in the post-course period, including “communities of practice” and “learning communities”, a methodology for assessing professional competencies, as well as possible career prospects and student requests.