Keyword: «self-realization»

The professional standard of the head of an educational organization sets high requirements for the professional development of a teacher. The article analyzes the main approaches to the professional development of a teacher in the conditions of its implementation. The author concludes that the professional growth of a teacher is associated with the realization of his personal and professional potential by changes in value-semantic formations, motivation, creative self-realization in the profession, success in learning, the need for personal self-development.

This article describes the educational technologies used at the VII All-Russian Student Olympiad “Foresight Pedagogy 2024” and reveals the specifics of their application. Ideas for using this practice of organizing educational events at the school and higher education levels are proposed. The experience of the authors' participation in the Olympiad is described.

The relevance of the research is determined by the need to continue studying of the organizational and substantive components of advanced vocational training for academic staff at a modern university due to the complexly changed conditions of learning, pedagogical interaction, and the use of digital technologies in the educational process. The aim of the study is to develop a model for a project to improve the qualifications of postgraduate students and lecturers at a technical university, facilitating the development of the competence resources of both subjects. The following methods were used during the research: study and analysis of scientific literature; empirical methods (observation, questionnaires, surveys); and statistical data processing. The main results are as following: the data of the empirical study convincingly proved that both subjects of the advanced training process expressed satisfaction with the organizational, methodical, and didactic developmental aspects of the implemented project, as well as the positive impact of interactive cooperation between the subjects on the formation and development of the most in-demand professional and pedagogical competences of modern university teachers. The scientific novelty of the study lies in the fact that for the first time in pedagogical science, an attempt has been made to consider the process of advanced training of university teaching staff as a mutually directed and interdependent activity, the result of which is the development of the competences of both subjects: lecturers and students. The theoretical significance lies in the clarification of such concepts as: advanced training of research and teaching staff of a technical university; subjects of the advanced training process; universal, professional and pedagogical, intradisciplinary, interdisciplinary competences; the development of the author's original approach to conducting an empirical study to identify the effectiveness of the reciprocal development of competences of the advanced training process subjects. The practical significance of the study is in the development of a number of recommendations on the organizational and substantive structure of advanced training of technical university teachers and postgraduate students, aimed at developing universal, professional and pedagogical and interdisciplinary competences of the subjects of this process.