In-service Training Programs Research Articles

Effectiveness of an intervention to improve pharmacovigilance among selected government hospitals in a district of Sri Lanka

Introduction: Issues related to doctors' pharmacovigilance exist due to their lack of knowledge and the challenges of a rapidly changing society. In addition, issues exist with the subject's existing systems. Proper intervention with a comprehensive system of pharmacovigilance can resolve these problems.Objective: This research is intended to assess the knowledge, perception, and practices of pharmacovigilance among medical officers in a district of Sri Lanka with surveillance systems through interventions.Methodology: A pre-and post-intervention design research study was conducted among 237 doctors in the curative sector in the Hambanthota district. All the doctors in these hospitals were considered the study population, and no sampling method was employed. A self-administered questionnaire was used to collect the data using active and passive surveillance data systems and workshops.Results: The results indicated that most of the doctors were from the 31-40 age category (55.3%), females (53.59%), preliminary and grade 2 medical officers (67.1%, 37.6%) who are working in the base hospitals (64.1%) of the area with a basic medical degree (90.8%). A large proportion of them (67.5%) had training in this area as undergraduates (25%). The overall knowledge of pharmacovigilance was poor (69.7%). The overall perception was positive (53.2%). Overall, practices were poor. Knowledge and perception have improved with the intervention.Conclusion and recommendations: This research revealed poor general knowledge, practices, and a positive perception regarding pharmacovigilance, which improved through an intervention. Substantial consideration should be paid to including those topics in undergraduate and postgraduate curricula. Continuous professional development and in-service training programmes should be arranged for doctors with a comprehensive system of surveillance.

Moral sensitivity, spiritual care perception, and compassion fatigue of nurses caring for earthquake victims.

Two major earthquakes occurred within 10hours in Kahramanmaraş on February 6, 2023, which resulted in thousands of deaths and injured people within Turkey. To determine the relationship between moral sensitivity, spiritual care perception, and compassion fatigue among nurses caring for earthquake victims. The study population consisted of 483 nurses working in public, private, and university hospitals in earthquake-affected areas in Turkey. The sociodemographic characteristics form, moral sensitivity questionnaire, spirituality and spiritual care rating scale, and compassion fatigue short scale were used for data collection. There was a statistically significant negative relationship between nurses' moral sensitivity and compassion fatigue; in other words, as compassion fatigue increases, nurses' moral sensitivity decreases. A statistically significant negative relationship was found between nurses' perception of spiritual care and their compassion fatigue; in other words, as compassion fatigue increases, nurses' perception of spirituality and spiritual care decreases. This study provides valuable insights into moral sensitivity, perceptions of spiritual care, and compassion fatigue among nurses caring for earthquake victims. Minimizing nurses' compassion fatigue improves quality patient care, increases patient and employee satisfaction, and maintains commitment to the profession. To achieve this goal, it is essential to offer in-service training, conferences, or seminar programs to nurses focused on fostering a sense of compassion. Nurses should be provided with environments that will improve their self-care, and institutional policies and strategies should be developed to cope effectively with this situation.

Investigation of the Items Prepared by Teachers Who Received Training on Item Preparation Measuring Higher-Order Thinking Skills

This study was conducted to determine how the in-service training program for science teachers affects teachers' competencies in preparing items measuring higher order learning levels. The study was conducted with the exploratory special case design, which is one of the special case study models. The study group consisted of 8 science teachers who participated in the training program implemented within the scope of the study. The training program is an 8-week question preparation training that measures higher-order thinking skills. The training was carried out theoretically and practically by science education, assessment and evaluation and curriculum experts. During the study, the teachers prepared items to measure higher order thinking skills related to the Earth and Universe learning area in the science curriculum for six months. A 21-item checklist developed by the researcher was used as a data collection tool in the study. The data obtained in the scope of the program were analyzed descriptively. The analyses were reported as frequency and percentage, and the results were visualised with graphs. At the end of the program, it was determined that 43% of the items prepared by the teachers measured higher-order thinking skills. This finding suggests that the training program positively affected the teachers' competence in writing items that measure higher-order thinking skills. At the end of the study, a fair number of suggestions were made, the most important being the widespread implementation of the training program.

‘We have a great deal of influence’: Finnish early childhood in-service teachers’ agency for culturally sustaining pedagogy

ABSTRACT This qualitative study focused on the role of teacher agency and critical reflection in the context of an in-service training programme for early childhood education and care (ECEC) teachers in Finland. The programme emphasised culturally sustainable pedagogy and aimed to support teachers in an increasingly multilingual society. This study aimed to investigate how teachers displayed agency as they tried to promote culturally sustaining pedagogy, and how critical reflection interacted with teachers’ professional agency. The data of the study were versatile, as they consisted of influential texts implemented via the creative writing process, two questionnaires, and interviews with the participants. The data were analysed theoretically and empirically through inductive-deductive reasoning. The investigation revealed four levels at which in-service teachers manifest agency in culturally sustaining pedagogy: individual, child-oriented, institutional, and societal. The results revealed that by writing influential texts, ECEC practitioners significantly challenged their assumptions about their agentic capacity and inspired them to reflect on their practices critically. The findings also revealed that in terms of the targeted audience, participants were not confident in their agentic role in influencing systemic change. These findings highlight the importance of discussing multiple aspects of agency in teacher education by using guided critical reflection.

Enhancing palliative care for oncology patients: The effect of educational intervention on nurses competency and Attitude

Background: Cancer is the second leading cause of death so the need for palliative care has increased to enhance patient’s quality of life and alleviate suffering. Nurses level of competency and attitude about palliative care are important factors affecting quality of care applied for patients. Aim: Assess and evaluate the nurses' competency and attitude regarding palliative care of cancers patients. Design: Pre -experimental (one group pre/posttest) design. Sample: A convenient sample of all available nurses (120). Setting: The study was carried out in Aswan Oncology Institute. Tools: Tool I: A structured interview questionnaire for nurses to assess nurse’s knowledge regarding palliative care, tool II: Nurses' observational checklist to assess nurses’ practices related to palliative care and tool III: Nurses' attitude toward palliative care. Results: The total score of nurses' knowledges had improved from 51.8% to 75.9% pre/post the intervention, concerning nurses’ total practices ,39.3% of the studied nurses had competent level of practice pre the intervention which improved to (82.1%) post intervention. Hundred percent of the studied nurses had negative attitude pre-palliative care intervention, while post 43.8% had negative attitude. Conclusion: Palliative care training package had significant improvement in nurses' attitude and competencies. Recommendations: Continuous in-service training program should be conducted periodically in order to update nurses' knowledge and improve their competencies levels regarding palliative cares.

EFFECT OF IN-SERVICE TEACHER TRAINING PROGRAM ON TVET TRAINERS PERFORMANCE IN TECHNICAL SECONDARY SCHOOLS IN RWANDA,A CASE OF KICUKIRO DISTRICT

The general objective of this study was to examine the influence of an in-service teacher training program on the performance of TVET trainers in Kicukiro district. Specifically, this studys objectives were: to identify the level to which TVET trainer receive in-service teacher training program in Technical Secondary School Kicukiro District, to assess the level of performance of TVET trainers in Technical Secondary Schools in the Kicukiro District and to evaluate the relationship between in-service training program and TVT trainers performance in Technical Secondary School Kicukiro District. The combination learning theory and system theory was served as the researchers guide. The studys population was 207 people (197 teachers and 10 head teachers) from all of the Kicukiro Districts Technical Secondary Schools. The survey was designed in a descriptive manner. A sample size of 137 was chosen using Yamanes formula. Using random sampling and purposeful selection, the population was chosen as the sample size for the study. Every questionnaire was dispersed by the researcher. The format of the analysis was influenced by the particular qualitative and qualitative methodology employed as well as the format of the data. The data that was collected in this study was examined and displayed in the order of the research objectives utilizing frequency, percentages, and tables as descriptive statistics. Data was gathered via teacher questionnaires and head teacher interview guides. The researcher examined and interpret the results after going to the field. The study found that 84.5% of the respondents agreed that they participate in service teacher training program every time, 94% of the respondents agreed that In-service teacher training program is very necessary for all teachers, 52.5 of the respondents disagreed that In-service teacher training program is only for new teachers, 57.6% of the respondents Disagreed that In-service teacher training program is necessary for old teachers while 60.5% of the respondent disagreed that In-service teacher training program is not necessary at all. 83.8% of the respondents agreed that their participation in an in-service teacher training program has helped them improve personalities and instructional techniques in the classroom and at school, 89.7% of the respondents agreed that with the help of the in-service teacher training program, and they are able to acquire new methods of classroom management and instruction, while 94.1% of the respondents agreed that the in-service teacher training program motivates and makes teachers love their professions.The research suggests that the Ministry of Education, education planners, and stakeholders should enhance in-service training programs for TVET trainers in Kicukiro District, Rwanda, focusing on upgrading technical skills, improving instructional methodologies, establishing robust monitoring mechanisms, and investing in infrastructure.

The effect of posture regulation training on musculoskeletal disorders, fatigue level and job performance in intensive care nurses

BackgroundIntensive care units (ICUs) are one of the high-risk working areas in terms of musculoskeletal disability and ergonomic risks including the environment and posture factors. Correct posture technique is often ignored by nurses working in these units. This study was conducted to determine the effect of posture regulation training on work-related musculoskeletal disorders, fatigue level and job performance in nurses working in ICUs.MethodsThis quasi-experimental study with one-group pretest-posttest design included 64 intensive care nurses. The nurses received posture regulation training in three different sessions. The post-test was administered four months after the posture regulation training.ResultsThe nurses reported to frequently have aches, pains and discomfort in the neck, upper back and lumbar regions. After the posture regulation training, their level of pain, ache and discomfort in the neck, right and left shoulder, upper back, lower back and right/left foot areas decreased significantly (p < 0.05). The posture regulation training reduced the levels of behavior/severity and affect, which are sub-dimensions of fatigue, and increased the level of contribution to work, which is a sub-dimension of job performance (p < 0.05).ConclusionThe posture regulation training decreased the level of symptoms in the neck, shoulder, upper back, lower back and foot regions of intensive care nurses and partially improved their fatigue level and job performance. Therefore, posture regulation training should be added to in-service training programs and permanent measures should be taken for ergonomic risks in ICUs.

Health Workers' Attitudes Toward Adverse Gender Norms and Implications for Young People's Sexual and Reproductive Health in Nigeria.

Adverse gender norms within the health care system are detrimental to the sexual and reproductive health of young people. This study assessed the attitudes of health workers toward adverse gender norms related to intimate partner relationships across three domains: intimate partner violence (IPV); sexuality; and reproductive health behavior. A cross-sectional quantitative survey was conducted among 255 health workers in youth-friendly primary health centers in Ebonyi State, Nigeria. Attitudes to gender norm statements were assessed on a 3-point scale of agree (3 points), partially agree (2 points), and disagree (1 point). Mean attitude scores were estimated for each statement and the predictors of attitudes were determined through multiple linear regression analysis with p-value set at .05. Majority of the health workers held gender biases regarding male control over sexual decision-making, men's higher desire and value for sex, and the woman's responsibility to prevent pregnancy. Over 40% of the respondents associated women carrying condoms with promiscuity, and 39.6% believed that only men have the "social" rights to purchase condoms. Urban residence predicted health workers' attitudes to adverse gender norms related to sexuality (β = -.179, p = .003). Findings from this study provide a basis for in-service training programs that are designed to change the attitudes of health workers to adverse gender norms and transform their practices.

Six years of spreading BLSD skills in schools: empowering teachers as trainers.

To increase the population's ability to handle emergencies, life-saving maneuvers should be universally acquired as an automatic skill starting from school through frequent and practical retraining. Teachers could be ideal multipliers, but it is necessary to design pathways that train and motivate them, since Basic Life Support and Defibrillation (BLSD) skills are not part of their academic curricula. This study explores innovative training solutions and facilitating factors to enhance BLSD education in schools by focusing on the training and motivation of teachers. In the 1st year, an in-service training program for teachers was provided and assessed in a lower middle school in central Italy. The study compared the skills of a group of students trained by teachers with those trained by certified instructors, immediately after the course and 6 months later. Both the procedural skills and the quality of cardiopulmonary resuscitation (CPR) were evaluated, through a hands-on simulation. Over the next 5 years, the project was expanded to three more schools, and a field study was conducted where researchers monitored the teachers in their classroom work, supporting them in resolving critical issues. Quantitative assessments showed significant differences in student abilities immediately after the course, which diminished after 6 months. Qualitative evaluations indicated that teachers, initially reluctant, gained confidence and effectively taught BLSD skills. Over 5 academic years, the project expanded to additional schools, training 5,661 students in life-saving maneuvers with a ratio of 1 teacher for every 111 trained students, over the whole period of time. Sustainability factors included regular retraining of teachers, continually updated and free didactic materials and equipment, internal coordinators, allowing teachers the freedom to structure a customized course schedule in terms of timing and delivery methods. The study highlights the effectiveness of trained teachers as BLSD knowledge multipliers. Standardizing teacher training, including follow-up retraining, is crucial, but flexibility in student training is beneficial, allowing adaptation to the specific needs of schools. Future research should focus on the long-term sustainability of chain training in larger areas, identifying strategies to overcome organizational and motivational barriers.

Influence of Teacher Beliefs on Employing EBT (Evidence-Based Teaching) in Creative Writing Lessons

Children who do not master writing skills risk possible failure because they cannot complete written assignments on time. The complex nature of writing as a language production skill requires thorough planning and problem-solving. Research emphasises that children who struggle to write tend to remain behind in their writing skill development. Hence, it is necessary to strengthen writing instruction, such as by incorporating research-based methods. The purpose of this article was to explore teachers’ perceptions of and beliefs in teaching creative writing and employing evidence-based teaching (EBT) in their lessons. Data were generated through two focus group interviews, classroom observations, and document analysis. Purposive sampling was used to recruit Grade 3 teachers from two primary schools. The data revealed that teachers believed themselves to be inadequately trained to effectively teach creative writing. The findings suggest that teachers believe they have little time to explore the usefulness of evidence-based strategies as they already battle to complete the syllabus; there is little guidance on how to go about teaching creative writing; and how they currently teach is in line with the policy guidelines. This article recommends that the Ministry of Education and universities reinforce pre- and in-service teacher training programmes by teaching diverse evidence-based strategies, for example, self-regulated strategy development (SRSD), consolidate curriculum knowledge, and strengthen continuous professional development programmes to boost teachers as reflective practitioners.

The Examination of In-Service Training Programs via Distance Education in Turkey According to Teachers' Opinions

The aim of this study is to determine teachers' satisfaction with in-service training programs organized through distance education and their opinions about the program. In this research, the survey model, one of the quantitative research methods, was used. The sample of this study consisted of 955 teachers working in kindergartens, primary schools, secondary schools and high schools affiliated with the Ministry of National Education in Eskişehir province, in Turkey, in the 2020-2021 academic year. Stratified sampling was used in sample selection. In the study, Satisfaction Questionnaire for In-Service Training Programs Implemented by the Ministry of Education through Distance Education, In-Service Program Evaluation Questionnaire Implemented by the Ministry of National Education Through Distance Education were used. 921 scales and surveys collected for data analysis were evaluated. Statistical Package for the Social Sciences (SPSS) analysis program was used to analyze the data. The analysis results were tabulated and the data obtained were interpreted with numbers (N) and percentages (%). Descriptive analyzes were used in the research. It has been concluded that the 54.6 percent of the teachers are satisfied with the in-service training courses implemented through distance education so far. In addition, it has been revealed that teachers' opinions about in-service activities organized by the Ministry of National Education through distance education are positive.

Nursing Knowledge and Preventive Practices of Ventilator-Associated Pneumonia as Perceived by Intensive Care Nurses in Hail City, KSA

Context: Ventilator-associated Pneumonia (VAP) is a recognized nosocomial infection and a leading cause of high morbidity and mortality. Intensive Care Unit (ICU) nurses are in the best position to put the known evidence-based strategies into practice to prevent VAP. Aim: The study assessed nursing knowledge and preventive practices of ventilator-associated pneumonia as perceived by intensive care nurses in Hail City, Saudi Arabia. Methods: Data were collected using a descriptive cross-sectional research design. The study was conducted in intensive care units of Government hospitals in Hail City on a convenient sample of all available critical care nurses who met the inclusion criteria during the data collection period. The sample size (n) for this analysis was 84. Data were collected using a structured interview questionnaire including sociodemographic data and nurses' knowledge of VAP. The second tool is nurses’ practice observational checklist regarding VAP prevention. Results: revealed that age median (IQR) is 30(6), median years of experience (IQR) 6(6), 67.9% had received VAP prevention training, and 78.6% had received information for preventing VAP. The study also reveals that 38.09% of the nurses had poor knowledge regarding VAP prevention, and they had a good median (IQR) 6(4) in the preventive practice of VAP. Age, experience in nursing, in the ICU, training on VAP prevention, and receiving information on preventing VAP significantly affected nurses' knowledge about preventing VAP in ICU patients. Experience in ICU and educational institutions as source of information and more than one source of information significantly affect the nurses' total preventive practice regarding VAP. Correlation analysis between overall knowledge and practice indicates no statistically significant correlation (the p-value for the correlation was 0.060). Conclusion: Over one-third of the nurses had poor knowledge regarding VAP. The study recommended that there should be in-service training and periodic educational programs targeting nurses to improve nurse’s knowledge and practices regarding VAP guidelines by the Ministry of Health.

Challenges in implementing English-only instruction: Insights from EFL student teachers in Taiwan

English-only instruction is promoted intensely by the Taiwanese government as an effective method to enhance students’ English language skills in primary schools. Determining how to effectively employ English-only instruction is a major concern for many English educators and authorities in Taiwan. This study explored the challenges encountered by English as a Foreign Language (EFL) student teachers in their English language proficiency while providing English-only instruction in an English language teaching practicum at a Taiwanese elementary school. A qualitative research design was employed in this study. The participants of this study consisted of 11 EFL student teachers. Lesson plans, class observations, and reflective journal entries were the sources of the research data in this study. A thematic analysis was employed to analyze the data of this study. The results indicate that EFL student teachers’ English language proficiency gave them challenges while employing English-only instruction due to inappropriate and inadequate English usage, poor presentation, and infallible native speaker models. Moreover, there is no clear link between EFL student teachers’ English proficiency and their teaching effectiveness. The results also imply that the challenges encountered by EFL student teachers regarding their English language proficiency in employing English-only instruction are related to micro (classroom) and macro (Taiwanese society) relations. The results further provide insights for those involved in designing English-only instruction training programs to be more critically concerned about designing effective pre-service or in-service training programs for EFL teachers.

Development of An In-Service Training Program and Analysis of the Demands for Middle &amp; High School Korean Language Teachers - focusing on Gangwon Province

Development of An In-Service Training Program and Analysis of the Demands for Middle &amp; High School Korean Language Teachers - focusing on Gangwon Province

Supporting kindergarten staff’s agency in inclusion through long-term in-service training

ABSTRACT Supporting teachers’ agency is essential for implementing inclusive education, as agentic teachers tend to take more responsibility for making a change and focus more on activities that benefit the children they teach. Lack of teacher agency might be one of the reasons why inclusive education has not been applied successfully in kindergartens. In our study, we focused on supporting teacher agency for inclusive education according to the ecological model of agency. Our approach to inclusive education was drawn from the holistic model of inclusive education. We developed an in-service training program to support the three dimensions of agency across different levels outlined in the model of the implementation of inclusive education. The aim of this study was to explore the improvement in participants’ agency during the in-service training program. We applied pre- and post-questionnaires to explore the agency of kindergarten staff members who attended the in-service training program. The results showed statistically significant changes in kindergarten staff’s agency in the iterational and projective dimensions of agency in implementing inclusion. Therefore, we can conclude that a long-term team-based in-service course is effective in supporting teacher agency related to inclusion.

Training status in evidence-based practices among in-service special education teachers and its association with teaching in autism educational settings

The present study investigates the adequacy of training, perceived knowledge, and the frequency of use of evidence-based practices (EBPs) among in-service special education teachers and its association with their teaching practices in autism educational settings in Jordan. Additionally, it analyzes the influence of key variables, including gender, age, level of educational qualification, number of years teaching in special education, number of years teaching students with autism, number of students with autism in the classroom, and number of in-service professional development programs attended. Using an analytical descriptive approach utilizing survey-based research, a convenience sample of 121 teachers from seven specialized autism centers reported on their training adequacy, knowledge, and frequency of use of a set of 23 EBPs. The results showed that the adequacy of in-service training was higher than that of pre-service training. Moreover, there was a positive correlation between in-service training, teachers’ knowledge, and the use of EBPs. The number of in-service professional development training programs emerged as the only variable that significantly influenced the teachers’ responses regarding the adequacy of their in-service training. The multiple regression analysis revealed that in-service training programs and years of teaching students with autism were the only predictors of teachers’ knowledge and use of EBPs. The most reported EBPs were reinforcement, task analysis, and modeling, whereas the least reported were video modeling, social narratives, and functional communication. Further enhancements in teacher training in EBPs are needed to improve teacher training programs in Jordan.

Competence Level of 21st Century Mathematics Teachers: Basis for In-Service Training Program

Competence Level of 21st Century Mathematics Teachers: Basis for In-Service Training Program

In-service teacher training programmes that promote education for sustainable development: A review of emerging literature

Teacher continuous professional development programs have been identified as important tools for integrating education for sustainable development (ESD) into teacher education in South Africa. Research studies have indicated that in-service training for secondary school teachers has been under-resourced and poorly implemented in terms of integrating ESD into teaching and learning in secondary schools. The literature also supports the claim that, in light of climate change and global warming, in-service programs for secondary school teachers do not adequately promote the integration of ESD in South African classrooms. Due to the absence of a suitable professional development program to support the implementation of ESD in secondary schools, efforts to resolve these deficiencies have not had the expected impact. This study examines the challenges in South Africa's in-service teacher development program for integrating ESD. The in-service training program for sustainable development was researched using the systematic literature review methodology. The study argues that inadequate in-service training programs for secondary school teachers have hindered the implementation of ESD in South Africa. The literature also revealed the absence of a unified framework that can be used in South Africa to integrate ESD. As a result, it is recommended that combinations of frameworks or models be adopted when designing a unified in-service training program for teachers to promote ESD in South African classrooms.

Effectiveness of Play-Based Learning Method in Promotion of Early Literacy Skills Among Early Childhood Development Education Children

Literacy skills for children in their early years are critical to their cognitive development and future success in primary, secondary and higher education levels. Children acquire literacy skills early through listening and interacting through play-based activities both at home and school with their teachers, colleagues and parents. This paper looks at the effectiveness of play-based learning in promotion of early literacy skills among children in early childhood development education level. Specifically, the paper analyses the conceptual and theoretical perspectives of play-based learning and literacy skills acquisition by children through the theories of Maria Montessori, Vygotsky social constructivism theory and Jean Piaget cognitive theories. The study uses secondary sources of information for analysis based on the following objectives; types of play-based approaches used by teachers in ECD setting, teachers’ role in the implementation of play-based learning and effect of play-based learning approaches towards promotion of early literacy skills by ECD pupils in schools. The paper has found out that acquisition of early literacy skills by learners was dependent on the degree to which teachers were utilising play-based learning methods in classroom. The review of studies has shown that majority of teachers are not using play-based teaching methods and hence promotion of early literacy skills for children was significantly affected. Further, time allocated for play-based learning processes was inadequate and majority of public ECD centres were found not to have adequate infrastructure and materials to support play-based learning. The paper recommends that teachers need to be supported in implementation of play-based learning through attendance of in-service training programmes and benchmarking sessions in other schools, schools to upgrade the infrastructure and instructional materials required to support play-based learning and education officials to conduct supervision of implementation of play-based learning in schools

A study of composition of teaching personnel working in pre-professional classes in Moscow’s schools

Problem and aim. Pre-professional classes are an efficient tool of solving the task of developing innovative economy of Moscow. The quality of learning outcomes and practical skills of students enrolled in pre-professional classes depends on the qualification of teachers. The aim of this study was to analyze and identify special aspects of the composition of teaching personnel who work in pre-professional classes in Moscow’s schools. Materials and research methods. The study was based on the data dedicated to teachers’ education, continuous professional development, and teaching experience. The dataset included open data published on schools’ websites and the data obtained from the Department of Education and Science of Moscow. The study involved the data of 2,215 teachers from 30 Moscow’s schools. The following has been accomplished within the study: conducting consultations with experts, reviewing academic literature and regulatory documents, data processing for statistical analysis, developing indicators, statistical processing of data, integrating and interpretating the obtained data, contrastive analysis of data of 30 schools, comparative analysis of the dataset with the data by Federal State Statistics Service. Research results. A portrait of a typical teacher teaching in pre-professional classes in Moscow’s schools is the following: a teacher by first job, aged 46.9 years, with highest qualification category, often with teaching experience of 26 and more years, with experience in the current organization of less than 5 years, and with high educational attainment. Almost all teachers included in the dataset have higher education. Some teachers have accomplished a number of higher education programmes and have a PhD or a Dr. Sc. degree. Regarding higher education attainment, teachers have graduated from teacher training and non-pedagogical universities (classical, specialized) in almost equal proportion. Teachers have studied in 82 different regions of Russia and 14 foreign countries. Mostly, teachers have acquired higher education in Moscow. The less the teaching experience of teachers the higher the ratio of teachers who have obtained a degree in Moscow’s non-pedagogical universities (classical or specialized). 72.8 % of teachers have participated in in-service training programmes, while 21.8 % of teachers have been enrolled in professional retraining programmes during their career. 24 % of teachers are continuously engaged in professional development activities. Teachers have been enrolled in in-service and professional retraining programmes at more than 600 providers of continuous professional development in 67 regions of Russia and 6 foreign countries. A large proportion of professional development programmes mastered by teachers are offered by providers located in Moscow. Conclusion. The scientific novelty of the study lies in the fact that the data on educational trajectories of Moscow’s teachers collected by informational systems have not been studied before. The results of the study include developing a generalized portrait of a teacher, describing higher education and continuous professional development of teachers, identifying the ratio of pedagogical and non-pedagogical majors of teachers, showcasing the geography of higher educational institutions and CPD providers. The practical value of the study includes using the obtained results as a basis for decision making in the field of CPD programme management involving teachers of pre-professional classes, developing and / or improving an analytical system of collecting and processing data dedicated to teachers’ educational trajectories.