Irina Lavrenteva

The market of educational services in the sphere of additional professional education is actively saturated in the context of solving the problems of developing new programs, approaches, models and forms for the organization of the advanced training process that ensures meeting of teachers' needs and the initiation of various types of their activity in solving educational problems, implementing methodological techniques, joining the research and innovation work. However, the demand and preferences of the proposed training forms for teachers due to the development tendencies of this market remain unexplored, which causes the urgency of the research and its purposes: 1) to determine the forms of advanced professional training and qualification improvement preferred by teachers «as it is»; 2) to reveal the dynamics of the preferred advanced training forms for teachers. During the research, methods of sociological survey (questionnaire), analysis of empirical data and documents were used. The authors considered the changes in the forms of advanced professional training programs implementation in the history of the Krasnoyarsk Regional Institute of Teachers’ Advanced Professional Training. The study of additional professional education forms preferred by teachers of the Krasnoyarsk region («as it is») is presented. The research results reflect the empirical data analysis of teachers’ questionnaires who live in different territories of the Krasnoyarsk region, and have different pedagogical experience. The authors determined the preferences of groups of teachers differing in the subjects taught, the territory of residence (village / city), work experience: teachers teaching the humanities, prefer to improve their qualification using distance technologies more often than teachers of the natural-science cycle disciplines, as well as teachers of urban schools in comparison with teachers living in rural areas; teachers, who work less than 16 years, also prefer the same format as compared with more experienced teachers. Based on the results of the documents analysis, the researchers show the dynamics of selection and participation of teachers in the implementation of extra-mural programs for advanced training using distance technologies, previously claimed as preferred forms for additional professional education. They note an increase in the number of teachers who improve their qualifications using distance technologies over the past three years. However, the level of teachers’ participation (both students in the institute of advanced training, and tutors) in such programs, despite the gradual growth, is not high enough yet. The results described in the article are addressed to researchers of additional professional education for pedagogical staff who are interested in developing scientifically based strategies for improving teachers' qualifications and in rapid response of regional systems to the current changes in education. The materials presented in the article provide an opportunity to compare in historical dynamics the involvement of teachers in various regions of Russia in various forms of qualification improvement process, including distance technologies; allow to predict optimistically an increase in the level of teachers' participation in the professional development programs using distance educational technologies.

In connection with elaboration of a teacher’s professional standard, National system of teacher development, new models of teacher’s certification for compliance with the requirements for the competence in performing professional activities and functions, the problem of content and forms in programs of additional professional education and advanced training as a part of it is becoming more important. The relevance of data presented in this article is also determined by the necessity of understanding not only a teacher’s deficits and difficulties in professional work, but also fixing predictors of self-effectiveness as ability to teach something to pupils controlling their education and development at the same time. The purpose of the research is to determine a correlation between professional knowledge and skills and work experience of a teacher: what knowledge and skills are characteristic for a qualification category and what appear as new knowledge due to experience of pedagogical activity. More than 1000 subject teachers of General education institutions of Krasnoyarsk region participated in the questionnaire survey. They examine the results of certain knowledge and skills self-evaluation considering as structural components of professional competence/professional activities of a teacher. Interpretation of the results depending on category and teaching experience of a teacher is made on the basis of teachers’ personal and professional development patterns and the requirements of the professional standard «Pedagogue» for professional competence of teachers in performing their work activities. The authors believe that presence or absence of a qualification category do not always indicate the real level of teacher’s professionalism, that should lead to modification of certification model in terms of the professional standard «Pedagogue» and National system of teacher development adoption. The information obtained as a result of the empirical data analysis will allow to design properly the process of pedagogues qualification improvement according to their professional demands and to prove unreasonableness of arranging qualification improvement courses for teachers of a certain qualification category; and it will be a guideline for development of teachers’ certification models (where teachers received a qualification category would not pass a regular recertification, since development is irreversible), that determines practical significance of the research undertaken.