Abstract
The professionalism of a higher school teacher and the quality of their work largely determine the quality of training of future graduates who are ready for professional advancement in the context of the development of new high-tech technologies and the increasing demands of partners in the real sector of the economy. In this regard, the research aims to find ways and mechanisms to improve the professionalism of the teacher, their training, and retraining in contemporary educational practice. The article presents the research results obtained at the Department of Pedagogy and Psychology of Penza State Technical University (Penz STU) on the concerned problems. The novelty of the research lies in the effective ideas, approaches, and principles of constructive problem-solving in educational practice proposed based on the analysis of normative, historical, pedagogical, and scientific literature of foreign (Germany, Great Britain, and the USA) and domestic practices. It is shown that the studied and characterized models of improving the professionalism and training of academic staff in higher education, identified leading principles underlying the implementation of these models, and the relationships among the goals, results, and conditions of training and retraining of academic staff in the realities of today can be in demand and successfully implemented. As promising areas for improving the professionalism of a higher school teacher to effectively address issues of high-quality training of graduates, the authors offer to provide pedagogical support as the most productive technology to support a novice teacher during their professional adjustment, conducting monitoring of the effectiveness of teachers’ activities to improve the quality of their professionalism, and encouraging effective and efficient work, as well as providing social partnership and integration of all types of educational resources.
Highlights
Today, higher school teachers are actively involved in the development of new advanced interdisciplinary export-oriented educational programs of higher education and their individual disciplines
To respond quickly to changes in the internal and external environment, including those that occur in the labor market, it is important for teachers to systematically improve their professionalism
Summarizing the data obtained in the course of the study, one can state that several ideas, approaches, and principles that are successfully implemented in foreign practice (Great Britain, Germany, and the USA) concerning professional development and retraining of scientific and pedagogical personnel of higher education are quite effective
Summary
Higher school teachers are actively involved in the development of new advanced interdisciplinary export-oriented educational programs of higher education and their individual disciplines (modules). For a successful solution of the tasks they face, the professionalism of a higher school teacher acquires an important social significance. This is because the quality of professional activities carried out by teachers largely determines the effectiveness of training future specialists [1, 2]. Issues of professionalism as a personal priority of a teacher, as well as their training and retraining, are traditional in Russian pedagogical science. The growth of requirements for the quality of qualifications and professionalism of higher school teachers focuses researchers on further search for ways and mechanisms to improve them
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