Keyword: «teacher professional development»

The article describes the main areas of professional growth of the teacher, participated in the regional innovation platform. Specific examples of achievements in these areas methodical association of mathematics teachers of the Lyceum 21 of Kirov, carried out in the course of the regional innovation platform “Relation-ship content, forms and methods of the primary and secondary school mathematics education”.

The article introduces the perspective of the I, II International Forum of Pedagogical Workers and Managerial Personnel of Educational Organizations named after A.S. Pushkin «Pedagogy of A.S. Pushkin: from the poet's heritage to value-oriented technologies», which was held online on October 10, 2024. Within the framework of the first forum in Zelenodolsk, Tatarstan Republic, held in a mixed format in 2023, effective ways were implemented to unite educational organizations named after A.S. Pushkin and disseminate methodological experience in forming, preserving and strengthening traditional Russian spiritual and moral values. The article provides information about the participants of the above-mentioned events, the programs of the two forums and topical issues in the activities of educational organizations named after A.S. Pushkin, which were discussed during plenary sessions, sectional work, round tables, scientific and practical con-ferences, master classes and literary living rooms. Particular attention is paid to an analytical review of the events within the framework of the forums, which were attended by about twenty thousand people. The focus is on scientific and methodological conferences held within the forum, devoted to continuous philological and pedagogical education, digital transformation of modern education, value-oriented technologies in shaping the educational environment of Pushkin schools, including in the context of modern media culture. The authors highlight the most significant issues that concern the pedagogical community of educational organizations named after A.S. Pushkin: the relationship between the heritage of the great Russian poet and methodological science and pedagogical practice; modern strategies for teaching Russian language and literature; teaching Russian language and literature in a multicultural environment, including in Russian schools abroad; modern approaches to professional training of a language teacher in the system of pedagogical classes activities, etc. The forum materials lead the authors of the article to reflections on the specifics of Pushkin schools in modern educational conditions, on the possibility of shaping the spiritual and moral image of a nation, including through fellow countrymen teaching Russian in foreign schools.

The relevance of this study stems from the changing nature of school teachers' professional agency in the context of the digital transformation of general education. Modern teachers increasingly act as agents of their own professional management, making pedagogical and organizational decisions based on data analysis. In this context, the importance of developing teachers' managerial competency is growing. However, continuing professional education practices are not always sufficiently focused on developing managerial skills and the ability to make informed decisions in a digital educational environment. The aim of this article is to theoretically substantiate the essence of school teachers' managerial competency and identify the specific features of its development within the continuing professional education system in the context of the digital transformation of general education. This theoretical study draws on systemic, activity-based, competency-based, and personality-oriented approaches, allowing for the consideration of managerial competency as an integrative and dynamic quality of teacher's personality. This article clarifies the concept of school teachers' managerial competency using digital technologies and demonstrates its component structure. It is found that the development of this competency is a targeted process of continuous professional education, requiring the coordinated development of all components. Pedagogical conditions for developing school teachers' managerial competency in the system of continuing professional education are identified and characterized. These include updating teacher motivation, improving the content of professional development programs with managerial and digital components, as well as organizing informal education and post-course pedagogical support. The theoretical significance of this article lies in clarifying the conceptual framework and expanding scientific understanding of the development of school teachers' managerial competency in the context of the digital transformation of education. Its practical significance lies in the possibility of using the findings in designing professional development programs and organizing post-course support for teachers.