Keyword: «retraining»

The article raises the problem of the revitalization of additional education system in Russia by increasing the motivation of students to work in the programs of training and retraining. The experience of the Institute of Social Education of federal state educational institution of higher professional education USPU in this direction is presented.

The paper defines the factors causing the efficiency of in-house training. The author views the basic methods of house training; analyzes the system of in-house training and its significance for both an employee and a head of a company.

The paper deals with the issues of improving additional vocational training system through extensive use of innovative teaching methods. The authors pay special attention to online lectures, webinars, online seminars as the most efficient ways of development.

The article discusses an attempt to demonstrate multi-level training of aircrew in the United States air force, ways to obtain a primary officer rank, and military service from a cadet to a Brigadier General.

The relevance of the study on the topic of retraining and advanced training of teachers is due to the need for lifelong education to adapt to rapidly changing conditions. There is a need to improve the system of further professional education for teachers of foreign languages because of the rapid development of science, technology and the growing role of a foreign language as a means of intercultural communication and transferring of professional information in the modern world of globalization, integration and digitalization. Teachers of foreign languages working in a higher professional school must periodically undergo retraining or advanced training in accordance with the need to meet the current requirements of the methodology of foreign languages teaching and have information on the students’ specialization. The purpose of the article is to identify the needs of the system of retraining and advanced training of foreign languages teachers of the military higher school and present practical recommendations to novice teachers of a higher military school to overcome the difficulties of adaptation. Scientific methods of analyzing the literature on the problem of research, extrapolation of pedagogical experience and expert survey were used. Both domestic and foreign researchers recognize the need to modernize the system of additional professional education, develop professional autonomy of teachers, preserve the continuity of classical ideas of the methodology of foreign languages teaching and introduce innovative technologies into teaching practice, primarily information and communication ones. The survey, in which 45 foreign languages teachers of military higher school took part, showed the need for language courses for special purposes for teachers of higher education, and demonstrated that universities differently solve the problem of adapting new teachers to the educational environment of a specialized non-linguistic university. Adaptation options are offered such as mentoring, a novice teacher's school, additional training and retraining courses, and independent adaptation. Recommendations are given on the organization of advanced training courses for teachers of foreign languages in the higher military school. It is preferable to include the relevant topics into the content of the courses, such as the basics of military affairs, language for special purposes. It is recommended to take into account the strict regulation of educational activities in military higher school; involve mentors, training specialists; organize attending the classes of leading teachers.