Svetlana A. Pilugina

Modern professional standards of specialists in the field of education and upbringing set certain requirements for professional work functions, actions, operations of teachers in general education organizations. Such requirements are of an innovative nature, some professional competences have not been developed in modern teachers, since professional programs for their training did not include such competences. For this reason, the system of additional professional education faces the task of developing the required competences. To solve such a problem, the work of a teacher of an institution in the additional professional education system is important, because it is aimed at compensating for the lacking professional skills of teaching staff, at constantly updating their competences. The specificity of the activity of a teacher in the additional professional education system is such an organization of training in which conditions are created for further professional development of the teacher. The aim of this article is to present a clustered system of teacher skills. The main approaches in our study were the assessment of literature on this issue and clustering of teacher skills. The result of the article is presentation of the main clusters of teacher skills in the system of the additional professional education: 1 – the analytical cluster of teacher skills includes those related to the study of modern aspects of adult education; 2 – the prognostic cluster of teacher skills includes those related to planning adult education; 3 – the projective cluster of teacher skills includes skills in building a project for the adult learning process; 4 – the reflective cluster of teacher skills includes skills in correlating the results of the learning process with its goals and objectives; 5 – the organizational cluster of teacher skills includes those of organizing adult learning; 6 – the communicative cluster of skills ‒ skills of interaction with the teaching staff. The theoretical significance of the article lies in the analysis of current research by Russian, European and American scientists on issues of studying the specifics of the teacher activities in organizing adult education. The practical significance lies in identifying the specific features of the teacher activities in the system of additional professional education, in formulating clusters of teacher skills and their characteristics.

Modern additional professional education sets the task of continuous education for teachers of general education organizations for the systematic updating of their professional competences and the development of teachers’ professional subjectivity. The professional subjectivity of a teacher is subjectivity that is realized in the professional field and allows the teacher to find solutions to professional contradictions, engage in professional self-development, and “remove” professional deficits in teaching and self-education. For the development of teacher’s professional subjectivity, appropriate conditions are necessary, one of which is the development and implementation of the concept for the development of teacher’s professional subjectivity in the system of additional professional education. The purpose of this article is to review and analyze the works of modern researchers who analyze the essence of subjectivity, professional subjectivity, its specifics, general characteristics, as well as presenting the basic grounds for the development of teacher’s professional subjectivity. The article resulted in the main provisions of the concept of teachers’ professional subjectivity development in the system of additional professional education. These are the following: 1- the development of any concept is determined by its relevance, social reasons, public demand; 2 – the concept of developing the professional subjectivity of a teacher in the system of additional professional education is based on the study of subjectivity phenomenon; 3 – the presented concept of the development of teachers’ professional subjectivity in the system of additional professional education is a system of theoretical-methodological and methodological-technological knowledge about the development of a teachers’ professional subjectivity, which contributes to more complete professional self-realization of the teacher. The theoretical significance of the study lies in the analysis of modern works of domestic and foreign scientists on issues of subjectivity, professional subjectivity. The practical significance of the study is in the development of the main provisions of the concept of developing the professional subjectivity of a teacher in the system of additional professional education, which can be applied in the process of upgrading teacher training.