Continuous Pedagogical Education Research Articles

Типология педагогических общностей и их включенность в непрерывное педагогическое образование: социологический подход

The article examines pedagogical communities and their typology through the lens of their inclusion in the process of continuous pedagogical education. The analysis of the works of Russian scientists dealing with the typologization of schoolchildren, students and teaching staff on various grounds allowed us to propose our own typology, uniting pedagogical communities included in the process of continuous pedagogical education. As the basis of the typology of pedagogical communities, the position to continuous pedagogical education as a necessary condition of pedagogical skill or a formal condition for the teaching profession and educational and professional strategies are highlighted. The author identifies four types of pedagogical communities: “Devotion to the Teaching Profession”, “Selection of Alternative Professional Pathways Related to Education”, “Retirement from the Teaching Profession” and “Uncertainty in Professional Strategy”. Each type possesses specific characteristics that differentiate one from another. Particular attention is given to the pedagogical community characterized by “Uncertainty in Professional Strategy”, which illustrates the issue of the outflow of young professionals from the educational sector in Russian pedagogical education.

Обзор проблемного поля IV Всероссийской (c международным участием) научно-практической конференции «Новое поколение профессионалов в образовании: воспитание на основе интеграции ценностей»

The research relevance is determined by the raise of the problematic field devoted to the value-based integration of the educational subjects. This problematic field serves as the general idea of the IV All-Russian (with International Participation) Scientific Conference “A New Generation of Professionals in Education: Personal Development Based on the Integration of Values” (November 23, 2023, Ulyanovsk State Pedagogical University named after I. N. Ulyanov; Ulyanovsk). Objective: the analytical review of the problematic field of the IV All-Russian (with international participation) scientific and practical conference, which was organized and conducted by Ulyanovsk State Pedagogical University named after I. N. Ulyanov in close cooperation with Grodno Regional Institute for Educational Development (Republic of Belarus) and Saratov State University named after N. G. Chernyshevsky. The subject-matter of the traditional scientific and practical conference this year actualizes the personalitydevelopment aspect of the young teacher’s activity and in this perspective it develops the logic of the international forum “Humanization of the Educational Space: Culture of the Educating Personality”, held by the Faculty of Psychological, Pedagogical and Special Needs Education of Saratov State University named after N. G. Chernyshevsky on April 19-20, 2023. Results: the conference brought together 192 participants and is aimed in its context at creating conditions for further constructive dialogues between representatives of the scientific and pedagogical community, young teachers and students majoring in pedagogy, classroom teachers and mentors on the issue of educating the younger generation and integrating universal values in the process. The originality and novelty of the conference is determined by the format of its various components. This year, the conference venues are represented by the laboratory of Russian pedagogical practices “Educational practices: history and the present-day state”, the methodological laboratory “Professional position of a young teacher in the context of the value transformation”, the laboratory of educational spaces modeling “Young teacher in the personal-development activity”, the laboratory of continuous pedagogical education “Continuity in the field of education: from organization of psychological and pedagogical classes to mentoring practice in education”, and the laboratory of Masters of Education “Professional practices in the work of a young teacher”.

Methods and means of developing the pedagogical skill of teachers of general education disciplines in vocational education institutions

The problem of developing the professionalism of teachers today belongs to the key directions of research in the field of modern pedagogical science. The high quality of teaching in the vocational education system depends on the level of knowledge, pedagogical skill of the teacher, and his/her professional maturity. On the basis of the conducted analysis, it is substantiated that the effectiveness of the development of the pedagogical skill of teachers of general education disciplines of vocational education institutions depends both on the correct definition of goals and content, and on the methods of achieving the goal - teaching methods.
 The purpose of the article is the theoretical justification of the main methods and means of developing the pedagogical skill of teachers of general education disciplines of vocational education institutions.
 The work characterizes the main functions of teaching methods, analyzes their main classifications, examines familiar, traditional methods (lecture method, story, explanation, training exercises, explanatory conversation, discussion, independent work, instruction, etc.), as well as innovative: simulation and game methods, brainstorming method, problem methods, project method, case method, master class, work in pairs, work in groups, consultations, portfolio, method of situational analysis, coaching, tutoring, etc.
 The study revealed that improving the professional skill of teachers of general education disciplines in vocational education institutions is a complex process. The professional skill of a teacher is an individual style, combined with high professional competence, which determines the ability to apply traditional and innovative technologies, to carry out professional activities regardless of the conditions of the social environment and the characteristics of students. That is why explanatory-illustrative, reproductive, and problem-based teaching methods (traditional and innovative) should gradually and purposefully implement cognitive activity, develop and improve professional skills within the framework of formal, non-formal, and informal continuous pedagogical education of teachers of general education disciplines of vocational education institutions

The influence of socio-economic factors on the effectiveness of continuous pedagogical education in the Republic of Austria

The proposed article deals with the development of the system of continuous teacher education in the conditions of the Austrian market economy. The author emphasizes the importance of studying the Austrian experience of the interaction of higher education with the labor market in order to reconsider the mechanisms and models of state influence on the policy of employment of teachers. It was determined that the purpose of this article is to analyze and generalize the socio-economic factors that shape the demand of young and experienced teachers for training within the concept of continuous education in the educational space of the Republic of Austria. The tasks are to determine the main stages of the development of continuous education in the countries of the European Union, in particular the Republic of Austria, from the beginning of the Bologna process until today; identify the leading trends in the development of the Austrian labor market and their impact on the supply of specialists with higher pedagogical education; substantiate the main imperatives of regulating the training and employment of future teachers in the Austrian economy. The author characterized the ways of ensuring the continuity of the development of pedagogical education in the Republic of Austria. Attention is focused on the need to introduce innovative forms of organizing professional training and improving the qualifications of pedagogical workers. An analysis of the labor market in the Republic of Austria was carried out regarding the demand for specialists in fields of pedagogy and their remuneration. It was found out that the effectiveness of personnel policy and provision of opportunities for professional development of pedagogical workers are somewhat lower than for other specialists with higher education. Factors stimulating teachers’ interest in career and professional growth through various forms of continuous education are singled out. The conditions for increasing the competitiveness and optimizing the potential of teachers as subjects of the labor market have been determined. It was concluded that the Republic of Austria has a positive experience of professional training of teachers in the system of continuing education, however, it needs new approaches to forecasting the needs of the labor market for specialists with higher pedagogical education in order to create a competitive environment in the education industry in the modern world.

The trajectory of effective teacher communication: features of professional speech communication

The proposed article highlights the trajectory of effective teacher communication, in particular outlines the features of professional speech communication. The requests and needs of teachers were studied and practice-oriented recommendations and advice were developed regarding the peculiarities of the teacher's professional speech communication. It is emphasized that modern society needs teachers of a new formation, capable of easily entering the cultural and intercultural space, qualitatively assimilating and transmitting the main meanings and values of the spiritual culture of humanity, possessing a high culture of speech. The forms of the communicative process and speech communication are distinguished. It was found out that the consequence of the expansion of the scope of oral speech is a decrease in the culture of written speech and the deterioration of literacy. Modern research on the outlined problem is analyzed. Certain difficulties in building the trajectory of effective communication of a modern teacher are identified, in particular: the need for a universal tool to overcome educational losses and gaps; searching for ways to improve the quality of language education; the need for linguistic and national self-identification of teachers; production and development of linguistic stability of educators; creation of a speech environment that would promote the development of effective communication skills; creation of a pedagogical center for the development and improvement of the culture of business speech; development of methodological tools for the implementation of reading strategies in general secondary education institutions, etc. Examples of different level exercises and tasks that contribute to the improvement of professional speech communication are presented. Practical recommendations on the implementation of the personal trajectory of effective communication in the educational process are provided. Conclusions were made that teachers' motivation to improve the Ukrainian language is increasing. It is noted that teachers use their own example to convince students that the state language is the highest value for the Ukrainian people. It was clarified that the development of teachers' speech culture and the implementation of linguistic didactic strategies of spelling, rhetorical and language-communicative competences of teachers in the system of continuous pedagogical education require further study.

Использование средств новых медиа в процессе популяризации психолого-педагогической науки

The article analyzes the use of new media in the process of popularizing psychological and pedagogical sci-ence to improve the quality of continuing pedagogical education. The purpose of popular science materials for subjects of the process of lifelong education (schoolchildren and students, teachers of preschool and general education, teachers and researchers of higher education), associated with their pre-professional or profession-al development, is revealed. The specifics of new media are analyzed, types of content and requirements for the development of popular science content are determined, channels for distributing popular science content are revealed based on the goals of popularizing science. It is shown that the use of new media is an integral component for the popularization of psychological and pedagogical science in the system of continuous peda-gogical education. The following methods were used: the method of theoretical analysis of scientific sources, the survey method (questionnaire).

Peculiarities of Institutionalisation of Teacher's Professional Development in the System of Continuing Pedagogical Education (early 21st century)

Peculiarities of Institutionalisation of Teacher's Professional Development in the System of Continuing Pedagogical Education (early 21st century)

MATHEMATICAL COMPETENCE MODEL OF A PHYSICS TEACHER

The purpose of this article is to analyze the concept of the physics and astronomy teacher’s mathematical competence structure. Theoretical and experimental methods were used in the research including methods of systemic analysis, pedagogical modeling, testing of statistical hypotheses based on selective studies and descriptive statistics. The research results reveal that the mathematical activity of physics teachers, defined by functional components of subjectmethodological competence, encompasses 20 directions. The importance indices were determined for each of these directions, reflecting the frequency of their application in teachers’ real work. A structural model of the physics teacher’s mathematical competence was constructed. This model includes blocks of subject-methodological and analytical activities, interconnected by feedback loops. Informational connections link these blocks with blocks of analytical, operational, and epistemological functions, as well as with blocks related to the selection of mathematical activities types and directions of mathematical activity. An experimental study of the methodology for measuring the indices of mathematical competence levels was conducted identifying problematic mathematical topics for physics teachers. These topics include expression transformations, elements of differential calculus, geometric problems, and vector-coordinate methods. The practical significance of research lies in the fact that the obtained results facilitate of the postgraduate training system enhancement for teachers in advanced courses, as well as the design and implementation of a methodological system for the development of mathematical competence among physics teachers within the framework of continuous pedagogical education. The analysis conducted in the research also permits the identification of directions for improvement in the training of future physics teachers in classical and pedagogical universities. The main research conclusions, it is noteworthy that an intermediate level of mathematical competence is essential for realizing the functions of subject-methodological competence among physics teachers. Furthermore, it was established that at least 30% of physics teachers require additional mathematical education for their further effective work. Future research in this domain will be focused on the implementation and analysis of the effectiveness of the methodological system for the development of mathematical competence among physics teachers within the framework of continuous pedagogical education.

The model of continuing teacher education: the experience of Moscow Pedagogical State

The paper presents the teacher training experience of Moscow Pedagogical State University (MPGU) – the oldest professional pedagogical institution in Russia (being the successor of Moscow Higher Women’s Courses, the university celebrated its 150th birthday in 2022). The purpose of the paper is to analyze the teacher training framework of MPGU covering the pool of ‘Pre-vocational education – secondary vocational education – higher vocational education – further vocational education’ as a system of continuous professional teacher development, and to define implementation strategies of continuous pedagogical education. MPGU experience presented here also includes the review of most viable strategies of continuous pedagogical education: fundamental nature of education, integration, humanization and axiologization of education, cooperation and partnership, and digitalization of education. The complete analysis of the teacher training model applied by MPGU suggests that fundamental ideas of teachers’ personal and professional growth concept by V. A. Slastenin are being developed. This is in reference to the existing multi-level teacher training system (starting from school teachers of specialized and academic subjects to postgraduate and extended learning teachers) and to the development of a common education space providing teachers’ personal and professional growth. Updating the pedagogical legacy, contemporary interpretation of procedural concepts, theories, and methods are important aspects in training teachers at MPGU at all levels of continuous pedagogical education.

Bilingual education of future natural sciences teachers as today’s requirement

The article deals with the issue of introduction of the elements of bilingual education in professional training of future natural sciences teachers. It has been found out that Ukraine has some historical experience of introducing bilingual education in general secondary education institutions. It has been revealed that the main drawback, in this perspective, is the insufficient bilingual training of future natural sciences teachers. The content of the elective course «Science teachers training in US universities» which is taught in English, as one of the means of ensuring a «parity model» of bilingual education for future natural sciences teachers and a «displacing model» has been revealed. Learning of this course involves a dual purpose – the formation of students’ knowledge of the concept of natural sciences teachers training in the United States and (structure, features of the content, forms and methods of science teachers training under conditions of continuous pedagogical education) adaptation of this knowledge to the educational process in Ukraine; formation of intercultural interaction skills. It has been established that the teaching methods which include the use of different doses of assistance during the performance of cognitive tasks and differentiating of their complexity level are effective while teaching this course. The use of such teaching methods allows to provide each student with the optimal conditions for the maximum satisfaction of his cognitive needs and formation of communicative skills. These methods involve a gradual transition from collective forms of work to partially independent and fully independent and performing of the tasks, the complexity of which is growing. The effectiveness of the introduction of the course «Science teachers training in US universities» has been experimentally proved.

Исследование мотивации выпускников в получении и продолжении педагогического образования

Introduction. “A teacher, if they are honest, must always be an intent learner” (Maxim Gorky). Education is a process that continues throughout a teacher's professional career and is an essential element in their growth and development as a specialist. The question of motivation in obtaining and continuing pedagogical education is related to the specific nature of the teacher's work as a translator of incentives to understand the reality. The purpose of this study was to examine the motives for obtaining and continuing pedagogical education. Materials and methods. The article presents the results analysis of a poll survey of graduates of pedagogical specialties at various levels of education: vocational training, bachelor's degree level, and master's degree level (176 people). The survey considered the aspects that reveal educational motivation, such as the probability of continuing education, the planned level and direction of training, the optimal form of education, motives for choosing a specialty, evaluation of the mastering quality level of educational programs, assessment of the teaching process at the university, evaluation of the situation with jobs while studying and prospects in the labor market, evaluation of professional training, and recommendations for improving the structure and content of educational programs. Results. Most of the surveyed graduates at all levels of education (69%) have a clear understanding of their prospects in the system of continuous pedagogical education. Students at the vocational education level are the most motivated to continue their education, while master's degree students are more motivated to realize themselves in their chosen profession. However, at the bachelor's degree level, serious difficulties arise in maintaining motivation to continue pedagogical education. Graduates at all levels of education are increasingly opting for alternative directions when choosing further education. The poll results show that participation in practical activities plays a huge motivational role in professional training. However, students note a lack of such activities, including all types of internships. Conclusion. The data we gathered on the motives for obtaining and continuing pedagogical education should be taken into account when implementing the principles of continuous education.

Bilingual education as a means of improving future natural sciences teachers quality of education

The article deals with the problem of introduction of the elements of bilingual education in professional training of future natural sciences teachers. It has been found out that Ukraine has some historical experience of introducing bilingual education in general secondary education institutions. It has been revealed that the main drawback, in this perspective, is the training of future teachers who would be able to provide the opportunity for school students to study natural sciences subjects in two languages. The content of the elective course "Science teachers training in US universities" which is taught in English, as one of the means of ensuring a "parity model" of bilingual education for future natural sciences teachers and a "displacing model" has been revealed. Learning of this course involves a dual purpose - the formation of students’ knowledge of the concept of natural sciences teachers training in the United States (structure, features of the content, forms and methods of natural sciences teachers training under conditions of continuous pedagogical education) and adaptation of this knowledge to the educational process in Ukraine; formation of intercultural interaction skills. The peculiarity of the training technology is that teaching is carried out in English depending on the level of students’ foreign language competence formation and educational tasks complexity. It has been established that the teaching methods which include the use of different doses of assistance during the performance of cognitive tasks and differentiating of their complexity level are effective while teaching this course. The use of such teaching methods allows to provide each student with the optimal conditions for the maximum satisfaction of his cognitive needs and formation of communicative skills. These methods involve a gradual transition from collective forms of work to partially independent and fully independent and performing of the tasks, the complexity of which is growing. The effectiveness of the content of the course "Science teachers training in US universities" according to such a criterion as didactic quality has been experimentally proved. The quality of its study by the criterion of formation of methods of mental activity and development of types of speech activity has been confirmed.

TO THE QUESTION OF CURRENT TENDENCIES IN ADVANCED TRAINING OF TEACHING STAFF AS A VECTOR OF THEIR PROFESSIONALIZATION

Abstract: the article is devoted to a detailed analysis of modern trends in the professionalization of teaching staff in the field of advanced training. The necessity of making changes in continuous pedagogical education has been determined. Attention is paid to facilitation of the research and educational process. The question of the formation of the professional identity of teachers is considered. Recommendations are offered for improving the system of teacher training under the condition of supporting school projects and innovative processes in educational institutions.

Psychological analysis of prospective studies of continuous pedagogic education within the framework of the convergence principle: traditions and innovations

Introduction. Currently, due to rapidly changing economic, political and social conditions, the requirements for training teachers are constantly increasing, the purpose of studying at the university is to increase not only the attention to the personal and professional development among young specialists, but also to students’general culture and erudition. The study is aimed at conducting a psychological analysis, synthesis and generalization of the most promising research results for converging the traditions and innovations in modern and future pedagogic education, as well as on the basis of the results obtained, developing innovative practices of students’ psychological training at the target, content, technological, organizational and strategic levels. Materials and methods of research. The methodological tools of the research contain the analysis of scientific literature devoted to the research of modern domestic continuous pedagogical education, the study, systematization and conceptualization of scientific works of scientists and practitioners of Russia and CIS countries (2020-2022). In addition, the package of methodological materials contains developments that make it possible to clarify the need to create an innovative (systemic personality-developing) approach to the practice of training future teachers. The analysis of the research presented mainly in the monograph "Teacher in the context of personal and professional development: reality and prospects" (2020-2022) and the collection of scientific articles "Strategies and resources of personal and professional development of a teacher: modern reading and systematic practice" (2020-2022). Results. Based on the analysis of scientific works and research conducted by us, an innovative (systemic personality-developing) approach in pedagogical education was developed, aimed at professional and personal growth not only of a single teacher, but also the development of all subjects of the educational system. It is based on the unity of principles, goals, content and forms of organization of the pedagogical process. Conclusion. New practice of professional training of future teachers is based on a unified strategy for planning personal and professional development as well as innovative psychological technology of professional development among future teachers, based on the continuity of cultural traditions and scientific technologies implemented in developing educational programs. Keywords: continuous pedagogical education, personal and professional development, systemic personaldevelopmental approach, convergence, continuity of traditions and innovations, polysubject community "teacher - student", favorable educational environment

ORGANIZATIONAL FORMS OF QUALIFICATION IMPROVEMENT FOR PRIMARY SCHOOL TEACHERS IN WESTERN REGIONS OF UKRAINE (1970s-1980s)

This article addresses the issue of postgraduate education for teachers in its historical development in the western regions of Ukraine. Despite the challenging conditions for the development of Ukrainian pedagogical education during wartime, the problems of quality training and retraining for primary school teachers remain relevant. Pedagogical education is the strong foundation on which all educational reforms, including the New Ukrainian School, are based. For Ukraine, which is evolving in the context of European educational processes, the issue of continuous pedagogical education (lifelong learning) is crucial. Ukrainian educational theory and practice have accumulated certain experience in the development of postgraduate education, particularly in the western region of Ukraine in the 20th century (Ivano-Frankivsk, Ternopil, Chernivtsi, Lviv, Zakarpattia, Rivne, Volyn regions). Continuous pedagogical education for primary school teachers in the western regions of Ukraine in the 1970s-1980s was provided by regional institutes for teacher improvement. The development of the postgraduate education system was based on relevant legislation. In addition to traditional forms of qualification improvement (courses for primary school teachers), various lectures, seminars, conferences, elective and practical classes, individual and group consultations, exams, excursions, and organizing teaching practice in the best schools in each region were conducted. Technical teaching aids and computers were actively used, along with role-playing and business games, lesson simulations, and more. This organizational work was particularly intensified after the educational reform in 1985. Special attention was given to the promotion of advanced pedagogical experience, which was studied, disseminated, and contributed to the professional development and self-education of teachers. Still relevant and requiring separate additional research is, for example, the experience of Yavoriv Secondary School (headed by the pedagogical innovator P. Losyuk) and the experience of Serednoberezhivska Secondary School (headed by the pedagogical innovator V. Bilavych) in the Kosiv district of Ivano-Frankivsk region, which researchers during the studied period considered as an important organizational form of postgraduate education for teachers.

ПОТЕНЦІАЛ ПЕДАГОГІЧНИХ ПРИНЦИПІВ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ У СИСТЕМІ НЕПЕРЕРВНОЇ ОСВІТИ

The article analyzes the problem of professional training of future informatics teachers in the continuing education system. It was found that the quality training of future computer science teachers in the continuing education system requires modernization of education, improvement of the methodological basis, modeling of such a process according to theoretical and methodological principles and effective implementation of methodological approaches, pedagogical phenomena, processes and principles. It was found that the development of continuous pedagogical education should be aimed at enabling the innovative development of educational institutions and educational institutions of all levels, improving the quality of education in accordance with world standards, improving the system of training pedagogical specialists based on the combination of national and European educational scientific assets and the best pedagogical experience. It is stipulated that the improvement of the training of future informatics teachers in the system of continuous education is conditioned by the raising of numerous challenges to education, upbringing, and development of subjects of education in the modern world. Taking into account the approaches of Ukrainian scientists, it was found that the purposefulness of the educational process in the interaction and interconnection of general didactic and specific principles make up the essence of the theoretical and pedagogical provisions of the concept of professional training of a modern specialist, theoretical and methodological principles of personality formation, strategies of professional training of future computer science teachers in the system continuous education. It is noted that the development of the system of professional training of future informatics teachers for professional activity is based on general didactic principles: scientificity and prognosticity, humanistic purposefulness, systematicity and consistency, continuity and transdisciplinarity, connection of learning with life, combination of theory and practice, diagnosticity, determinism. It is substantiated that the use of singled out general scientific and specific principles, which combine professional theoretical and methodological knowledge with pedagogical practical activity, act as guidelines for the organization and implementation of the educational process. General scientific and specific principles are mutually determined, interconnected, mutually complementary and aimed at the necessary innovativeness of the educational process, the integrity of the organization of the educational process, the creation of an effective system of training future teachers of computer science in the system of continuous education on the basis of humanism, democracy, free competition

Design of pre-professional pedagogical training of schoolchildren in an educational organization

The solution of the problem of teaching staff, the quality of their professional activity depends largely on the organization of pre-professional pedagogical training of schoolchildren who consciously choose the profession of a teacher and strive to achieve their goal. The article defines the concepts of "pre-professional pedagogical training", "design", examines the essence of design in an educational organization, determines its relationship with other similar concepts (modeling, design, programming, planning). The importance of pedagogical design is emphasized for the unification and development of cooperation of interested subjects (teachers, children, their parents, specialists, teachers of pedagogical universities and colleges) in the process of developing the concept and program, plans for pre-professional pedagogical training, projects providing continuous pedagogical education. The functions of design (analytical, prognostic, developing, integrating, etc.) are considered, the characteristics of projects (concept, model, program, plan, route) are proposed, the principles that must be followed in the design of pre-professional pedagogical training (forecasting, self-development, motivational support, interaction, the subjective position of adults and children in the design process are determined, technological efficiency, continuity, systematicity and cyclicity). Based on the analysis of the results of many years of experimental work, the stages of designing pre-professional training of schoolchildren focused on the teaching profession are proposed, a brief description of the actions of adults and children in the process of project development is given.

Формирование профессиональной идентичности студентов педагогической магистратуры в условиях системно-модульной организации образовательного процесса

Current geopolitical situation and Russia's withdrawal from the Bologna process showed the urgent need to improve the national system of continuous pedagogical education, in which the master's program as the second level of higher education is focused on more in-depth, in comparison with the bachelor's degree, professional training of graduates, providing them with a high level of professional identity as the most important indicator of professional development. Due to a number of reasons (changes in master's degree standards, increased requirements for graduates with short terms of study and the lack of basic specialized education for many students, etc.), the quality of education in the master's program has significantly decreased, manifested in the absence of an increase in the educational level of students. Currently, to ensure the quality of teacher training in master’s studies, universities should find reserves in the organization of the learning process to develop professionalism among students, develop and implement flexible modular educational programs, their technological support, and build an effective system of interaction with employers. The purpose of the study: to develop a model for the formation of professional identity of students of pedagogical magistracy in the conditions of a system-modular organization of the educational process. The theoretical methods were an analytical review of scientific sources on the problem of professional identity, analysis and generalization of the results; pedagogical modeling. Based on the results of the theoretical analysis, the structural-content components of the professional identity of teachers are revealed as a complex, integrative, dynamic personal education that influences the professional development and success of the professional pedagogical activity. The method of pedagogical modeling led to the creation of a model for the formation of professional identity among master’s degree students in pedagogy with a system-modular organization of the educational process. The model makes it possible to form ideas about the formation of students' professional identity during the period of study in a pedagogical master's program as a systemic, dynamic, cyclical process of subject-subject pedagogical interaction between participants in educational relations.

Regional Model of Teachers’ Continuous Professional Education in St. Petersburg

The article reveals approaches to the creation of a regional continuous pedagogical education model, highlights the factors affecting the quality of this process, proposes the mechanics of the implementation of the continuous pedagogical education process from entering the system of teacher training to postgraduate support from a specialist. The text of the article describes key projects that reveal the stages of the continuous pedagogical education process. The specifics of their implementation are shown in the example of St. Petersburg. Methods for identifying and supporting pedagogically gifted youth are identified, mechanisms for designing modular practice-oriented programs that allow educators and teachers to increase and expand their pedagogical competence are identified, a technology for postgraduate support of a teacher focusing on teacher retention in the profession is revealed. Conclusions about the importance of creating a pedagogical cluster that allows combining the resources and capabilities of various educational and managerial structures in the region to optimize the process of teachers continuing professional education are drawn.

Promoting continuous pedagogical education in the Republic of Kazakhstan

The article examines the conceptual foundations of continuous pedagogical education and its promotion in the Republic of Kazakhstan. The authors analyze the organization and management of continuing education, consider the design of a model of continuing pedagogical education, which includes a wide range of issues from the definition of the conceptual content, structure and stages of its functioning to the mechanisms of its implementation. The theoretical and methodological foundations of teacher training in the system of continuing professional education are determined based on the analysis of many sources, including normative legal acts and scientific and methodological literature. The approaches and principles implemented in continuing education, which is a single, holistic and integrated process, are disclosed. The main components of this process are three types of educational activity — formal, informal and informational, designated in modern theory and practice as an "educational triad". The authors present a component-competence model of a teacher in the system of continuing education with the definition of the levels of professional components of activity and, accordingly, the development, at the moment of the study, of the general competencies of teachers. The relevance of this article is due to the results of studying the demand for professionally educated and qualified specialists in modern society, a social order aimed at acquiring competitive competencies by them. The authors thank the Ministry of Education and Science of the Republic of Kazakhstan for the organization and grant support of the project scientific research under the coordination of the National Academy of Education named after Ybray Altynsarin for the development of the system of continuing pedagogical education in the context of Life-Long Learning.