Keyword: «acmeological approach»

An integrated power grid plays a huge role in the country's economy. The efficiency of its work depends on many factors. One of them is the degree of the company employees’ readiness to settle the complicated production problems. For these purposes, the formation and development of an in-house training system and training internal staff to carry out the pedagogical activities are of great importance. Presenting the experience of the electric grid enterprise in Tatarstan Republic – (JSC "Grid Company") on organizing the training of employees on methods and tools in the lean production, the authors of the article try to generalize this experience in order to determine the theoretical basis for the development of in-house production. The issue of research is connected with the search for answers to the question on the methods for selecting the candidates, on the means and methods of preparing the key personnel of the company to organize the educational process within the company for the most mobile solution of the issues on the on-job improving the qualifications of its employees. The purpose of research: based on the analysis of experience of the leading electric grid enterprise in Tatarstan Republic – (JSC "Grid Company"), and on the theoretical analysis of scientific literature on the issues of the in-house training, to identify and describe the conditions of preparing the company's key personnel for pedagogical agency. As a trial hypothesis, an assumption was made, that the effective organization of in-house training for the company employees on the tools and methods in the lean production can be ensured if the targeted selection and preparation of the company's leading specialists for organizing the educational process is carried out, taking into account the development of their communication abilities and skills; their targeted immersion into the pedagogical theory, into the problematic field of the educational task to be solved for the development of production is organized; they have realized the essence and significance of the function assigned to them, and they are ready to implement it. The methodological basis of the research is the acmeological approach; based on which, the specific features of the personnel training for the pedagogical activity to solve the internal problems of the company are substantiated. The presented experience of its implementation can be useful for all manufacturing institutions seeking to speed up the process of integrating the new knowledge and skills into the work of their employees.

The relevance of this study stems from the need to overcome the formal approach to improving the qualifications of teaching staff in the context of the implementation of a unified federal system of scientific and methodological support for teaching staff. Traditional teacher self-education plans often degenerate into bureaucratic reports that fail to reflect teachers' actual professional needs and fail to lead to significant changes in teaching practice. The purpose of this article is to theoretically substantiate and practically test the Individual Educational Pathway (IEP) for teachers as a working tool for professional development, built on the principle "from teacher to regional result". The leading approach to the study is an acmeological approach, which views teachers as active agents of their own professional development, as well as a systems-activity approach, which allows for structuring the process of overcoming professional deficiencies through successive stages of diagnosis, design, implementation, and reflection. The article presents the results of testing the developed IEP model, which includes six substantive units: starting position, goal, roadmap, resource support, success criteria, and reflection. A new contribution is the substantiation of the connection between each structural element of the IEP and specific professional and pedagogical competences of a teacher (subject, methodological, psychological and pedagogical, communicative, digital, managerial), which allows for the targeted design of competence development in accordance with the requirements of the professional standard. It is proven that the proposed IEP design allows for overcoming the systemic contradictions identified in the theoretical part of the study (related to the bureaucratization of professional development, the gap between investments and real changes, as well as the formalization of reflective practices). The theoretical significance of the article lies in clarifying the concept of IEP as a document that redefines the logic of the development of professional and pedagogical competences of a teacher. The practical significance lies in the development of tools that can be used in the management practices of general education organizations and regional methodological support systems.