Keyword: «continuous pedagogical education»

The relevance of the article is basically determined by the need to create a flexible and continuous system of vocational pedagogical education, the overdue changes in the professional work of pre-school and primary education teachers and the importance of developing their creative potential and transforming training, taking into account the requirements of time and individual personal characteristics. The purpose of the study is to substantiate the key priorities for the development of personal and creative potential as an important component of professional and pedagogical culture among modern teachers of preschool institutions and primary schools. To achieve this goal, pedagogical experience, modern normative legal documents and scientific achievements, as well as research results on the creative potential and professional and personal qualities of modern teachers working in the system of pre-school and primary education, were studied from the position of competence, cultural, axiological and other approaches. The authors present the historiography of this issue study, describe the main priority goals, principles, conditions for the formation of professionally conditioned and demanded components of personal and creative potential among modern teachers of pre-school institutions and primary schools. The theoretical significance consists in generalizing the experience and scientific and pedagogical knowledge, in determining the main components of personal and creative potential as criteria for the successful activity of teachers in pre-school institutions and primary schools. Special attention is paid to substantiating the importance of an active pedagogical position, information and media culture and readiness for self-development and self-education as a fundamental basis for successful professionalization and personal and creative formation of teachers. Axiological, motivational, operational activity-oriented, evaluative-reflective, emotional-volitional and other components are described as professionally conditioned elements of the personal-creative component. An individual component is based on the individual typological characteristics of each teacher. The practical significance lies in the possibility of developing effective educational and methodological support for the process of improving one of the significant components of professional and pedagogical culture, taking into account the identified axiological aspects.

The article introduces the perspective of the I, II International Forum of Pedagogical Workers and Managerial Personnel of Educational Organizations named after A.S. Pushkin «Pedagogy of A.S. Pushkin: from the poet's heritage to value-oriented technologies», which was held online on October 10, 2024. Within the framework of the first forum in Zelenodolsk, Tatarstan Republic, held in a mixed format in 2023, effective ways were implemented to unite educational organizations named after A.S. Pushkin and disseminate methodological experience in forming, preserving and strengthening traditional Russian spiritual and moral values. The article provides information about the participants of the above-mentioned events, the programs of the two forums and topical issues in the activities of educational organizations named after A.S. Pushkin, which were discussed during plenary sessions, sectional work, round tables, scientific and practical con-ferences, master classes and literary living rooms. Particular attention is paid to an analytical review of the events within the framework of the forums, which were attended by about twenty thousand people. The focus is on scientific and methodological conferences held within the forum, devoted to continuous philological and pedagogical education, digital transformation of modern education, value-oriented technologies in shaping the educational environment of Pushkin schools, including in the context of modern media culture. The authors highlight the most significant issues that concern the pedagogical community of educational organizations named after A.S. Pushkin: the relationship between the heritage of the great Russian poet and methodological science and pedagogical practice; modern strategies for teaching Russian language and literature; teaching Russian language and literature in a multicultural environment, including in Russian schools abroad; modern approaches to professional training of a language teacher in the system of pedagogical classes activities, etc. The forum materials lead the authors of the article to reflections on the specifics of Pushkin schools in modern educational conditions, on the possibility of shaping the spiritual and moral image of a nation, including through fellow countrymen teaching Russian in foreign schools.