Keyword: «system of additional professional education»

Modern professional standards of specialists in the field of education and upbringing set certain requirements for professional work functions, actions, operations of teachers in general education organizations. Such requirements are of an innovative nature, some professional competences have not been developed in modern teachers, since professional programs for their training did not include such competences. For this reason, the system of additional professional education faces the task of developing the required competences. To solve such a problem, the work of a teacher of an institution in the additional professional education system is important, because it is aimed at compensating for the lacking professional skills of teaching staff, at constantly updating their competences. The specificity of the activity of a teacher in the additional professional education system is such an organization of training in which conditions are created for further professional development of the teacher. The aim of this article is to present a clustered system of teacher skills. The main approaches in our study were the assessment of literature on this issue and clustering of teacher skills. The result of the article is presentation of the main clusters of teacher skills in the system of the additional professional education: 1 – the analytical cluster of teacher skills includes those related to the study of modern aspects of adult education; 2 – the prognostic cluster of teacher skills includes those related to planning adult education; 3 – the projective cluster of teacher skills includes skills in building a project for the adult learning process; 4 – the reflective cluster of teacher skills includes skills in correlating the results of the learning process with its goals and objectives; 5 – the organizational cluster of teacher skills includes those of organizing adult learning; 6 – the communicative cluster of skills ‒ skills of interaction with the teaching staff. The theoretical significance of the article lies in the analysis of current research by Russian, European and American scientists on issues of studying the specifics of the teacher activities in organizing adult education. The practical significance lies in identifying the specific features of the teacher activities in the system of additional professional education, in formulating clusters of teacher skills and their characteristics.

New standards of professional activity for teachers of various specialties establish a demand for teachers of the general education level to master a system of modern professional knowledge, skills, abilities, and competences. This system is innovative; however, not all elements of this system (professional competences, professional knowledge, etc.) are fully formed in teaching staff. The activities of educational organizations of the additional professional education system are aimed at their formation through the development of additional professional programs for advanced training, diagnostics of professional teachers’ deficiencies, organization of appropriate training, implementation of individualization of teacher education, etc. It is important to include a teacher in training, in which he/she is the subject of his/her educational activity, relying on his/her own professional subjectivity. The aim of this article is to present the specifics of the professional subjectivity of a teacher through the description of its main functions: motivation, organization, reflection. The basic foundations in our study were: evaluation of scientific sources on this issue and identification, description of the functions of the professional subjectivity of a teacher. The article resulted in the identified and described functions of the professional subjectivity of a teacher. The motivation function involves initiating activity, self-motivation for educational activities in an educational organization of additional professional education. The function of organizing the educational activities of a teacher in an educational organization of additional professional education is realized in a situation where a teacher independently develops his/her own educational activities and controls them. The reflection function is ensured by performing the procedure of comparing the set goal and the obtained result of the educational activities of a teacher in an educational organization of additional professional education. The theoretical significance of the study lies in identifying and defining the specifics of the professional subjectivity of a teacher. The practical significance of the article lies in creating characteristics of the main functions of the professional subjectivity of a teacher.