PROFESSIONAL TEACHERS’ DEVELOPMENT OF EDUCATIONAL COMPLEXES IN THE CONDITIONS OF INTRODUCTION OF THE FEDERAL STATE EDUCATIONAL STANDARD

Abstract

RETRACTED ARTICLE The aim of this publication is to familiarize readers with the particularities of training of school teams for the introduction of the Federal State Educational Standard (hereinafter – FSES) in the initial stage and considering the features of creating a component of model, namely, program of management training to the introduction of the (FSES). The purpose of the study is to developmethodological bases of construction models of implementation of the Federal state educational standard as a system innovation. Methods. The theoretical and methodological basis of the investigation involves: concepts of motivation of work and reflexive-humanistic psychology; ideas of contextual and projective training, and also acmeological approach to continuous education of adults. Results and scientific novelty. The specifics of the program of professional development of shots for education corresponding to modern realities are described. This program assumes preparation of the school teams consisting of heads of the educational organizations, their deputies, methodologists and teachers. Adequate forms of carrying out internal and correspondence occupations with the organization of productive educational activity of listeners are selected; the complex of tasks for course and intersession occupations is developed. Training of listeners according to the developed program is based as the organizational and pedagogical cascade and cluster model combining resident instruction of the managerial personnel in the organizations of system of professional development with their innovative activity in the educational organizations. The course includes some levels: the basic, technological and organizational-activity-based. The basic level assumes development of the maintenance of FSES and development of innovative potential of listeners; technological level – technologies of conducting group work on development of FSES are mastered; organizational-activity-based level – administrative competences of area of intra firm professional development of teachers of an educational complex are developed. Practical significance. Results of the carried experiment have showed that the cascade and cluster model of intra firm professional development combining through on-campus and distance education modes of preparation and retraining of pedagogical workers can form a basis to administrative strategy at the solution of actual tasks of formation of personal orientations, metasubject, subject design, communicative, reflexive competences at members of school teams and their readiness for independent activity and professional development in the conditions of introduction of FSES of the last generation.