Keyword: «individual educational path»

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.