Keyword: «methodological approaches»

On the basis of analysis of the regulations clarify the content of the special conditions required for the training of students with disabilities in high school, disclosed the direction of content adaptation elective courses. Details considered methodological approaches to compiling AOPVO.

In the context of dynamic changes and challenges of the time the system of additional professional education changes its basic characteristics, which are associated with the uncontested orientation to the subjective nature of the learning process, the implementation of targeted scientific and methodological assistance to teachers with the involvement of resources of regional advanced training systems. Social demand for a competent specialist suggests the use of adaptable personalized models of providing systemic support to the teaching staff in developing professional self-efficacy. The aim of this study is to consider the problem of subject-oriented diversification of the additional education system in a new educational context, to understand the phenomenon of personification of the teachers’ advanced training system, to determine some methodological and theoretical aspects of the personalized process of teachers’ training. To achieve the goal of the study, the methodology of conceptual analysis, general logical methods of cognition (analysis, synthesis, abstracting, comparison, induction, modeling, generalization), content analysis of scientific research related to the issues raised were used. The authors make a scientific and theoretical analysis of the concept of «personification», determine its specificity in relation to the process of advanced training of a teacher. The authors found that personification is one of the types of personality-oriented education, implying a new format of the process of training teachers in the advanced training system, formulated the main methodological approaches to the personification of the process of teaching adults, proposed technological components of the process of personalized advanced training of teachers. The theoretical significance of the article is determined by the fact that the concept of personification of teachers’ advanced training is specified on the basis of the analysis and comparison of various options for its interpretation, the main methodological approaches to the process of personalized advanced training are developed. The practical significance is determined by the applied nature of the proposed technology of personification of the teachers’ advanced training system (on the example of advanced training courses) and the positive effect of its implementation in the empirical experience of the authors of the article.