DOI: 10.15293/1812-9463.2402.07
Alexandra D. Panchugina
Information and Methodological Center, Verkhnyaya Salda, Russia
Anna V. Korotun
Ural State Pedagogical University, Yekaterinburg, Russia
Galina А. Kruglikova
Ural State Pedagogical University, Yekaterinburg, Russia
Annotation. Introduction. The article considers the problem of improving the professional development of teaching staff in terms of their involvement in continuing education, including through inclusion in formal and informal professional development. On the basis of the revealed contradictions, the problem of research is determined: how to personalize the professional development of teachers (including young teachers) in formal and informal professional development. The purpose of the study is to empirically test the effectiveness of the personalized professional development program for teachers in formal and informal professional development. Methodology. The experimental search work was carried out on the basis of the Information and Methodological Center in Verkhnyaya Salda, Sverdlovsk region in the period 2021–2023. The target audience of the study is young teaching staff. Results. Approbation of the 2022/23 academic year program (compared with the 2021/22 academic year program), personalized education for young teachers of general education organizations was successful, there is an increase in the competence of young teachers in the field of professional activity in comparison with the results of primary diagnostics. Conclusion. The authors note that the process of personalizing the professional development of teachers in formal and informal professional development is effective with the developed program in the aspect of continuous professional personalized education of teachers of general education institutions based on the integration of a system-activity, personally-oriented and environmental approach.
Keywords: continuing education; teacher; professional development; personalization; professional development; formal professional development; informal professional development.
For Citation: Panchugina A. D., Korotun A. V., Kruglikova G. А. Personalization of Professional Development of Teachers in Formal and Informal Professional Development. Journal of Pedagogical Innovations, 2024, no. 2 (74), pp. 70–86. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2402.07
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Information about the Authors
Alexandra D. Panchugina – Deputy Director, Information and Methodological Center, Verkhnyaya Salda, Russia, s_avdeeva19@mail.ru
Anna V. Korotun – Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy and Pedagogical Comparative Studies, Director of the Institute of Social Sciences, Ural State Pedagogical University, Yekaterinburg, Russia, https://orcid.org/0000-0002-5719-2774, korotun83@bk.ru
Galina A. Kruglikova – Candidate of Historical Sciences, Associate Professor, Head of the Department of Russian History, Ural State Pedagogical University, Yekaterinburg, Russia, https://orcid.org/0000-0002-5133-6116, kruglickova.galina@yandex.ru
Authorsʼ contribution: Authors have all made an equivalent contribution to preparing the article for publication.
The authors declare no conflict of interest.
Received: 18.03.2024; approved after peer review: 20.04.2024; accepted for publication: 30.04.2024.
