Keyword: «the advanced training of teachers»

The market of educational services in the sphere of additional professional education is actively saturated in the context of solving the problems of developing new programs, approaches, models and forms for the organization of the advanced training process that ensures meeting of teachers' needs and the initiation of various types of their activity in solving educational problems, implementing methodological techniques, joining the research and innovation work. However, the demand and preferences of the proposed training forms for teachers due to the development tendencies of this market remain unexplored, which causes the urgency of the research and its purposes: 1) to determine the forms of advanced professional training and qualification improvement preferred by teachers «as it is»; 2) to reveal the dynamics of the preferred advanced training forms for teachers. During the research, methods of sociological survey (questionnaire), analysis of empirical data and documents were used. The authors considered the changes in the forms of advanced professional training programs implementation in the history of the Krasnoyarsk Regional Institute of Teachers’ Advanced Professional Training. The study of additional professional education forms preferred by teachers of the Krasnoyarsk region («as it is») is presented. The research results reflect the empirical data analysis of teachers’ questionnaires who live in different territories of the Krasnoyarsk region, and have different pedagogical experience. The authors determined the preferences of groups of teachers differing in the subjects taught, the territory of residence (village / city), work experience: teachers teaching the humanities, prefer to improve their qualification using distance technologies more often than teachers of the natural-science cycle disciplines, as well as teachers of urban schools in comparison with teachers living in rural areas; teachers, who work less than 16 years, also prefer the same format as compared with more experienced teachers. Based on the results of the documents analysis, the researchers show the dynamics of selection and participation of teachers in the implementation of extra-mural programs for advanced training using distance technologies, previously claimed as preferred forms for additional professional education. They note an increase in the number of teachers who improve their qualifications using distance technologies over the past three years. However, the level of teachers’ participation (both students in the institute of advanced training, and tutors) in such programs, despite the gradual growth, is not high enough yet. The results described in the article are addressed to researchers of additional professional education for pedagogical staff who are interested in developing scientifically based strategies for improving teachers' qualifications and in rapid response of regional systems to the current changes in education. The materials presented in the article provide an opportunity to compare in historical dynamics the involvement of teachers in various regions of Russia in various forms of qualification improvement process, including distance technologies; allow to predict optimistically an increase in the level of teachers' participation in the professional development programs using distance educational technologies.