PROFIT-RESOURCE AS A TOOL FOR ORGANIZATION AND CONTENT OF CONTINUOUS PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS

Abstract

The article presents materials from the study «Formation of competencies for continuous professional development (hereinafter - CPD) among students and graduates of the field of «Pedagogical Sciences» in the conditions of academic independence of the university». The purpose of the study is to develop a methodology for the professional training of future teachers based on the integration of subject, pedagogical and CPD competencies in the educational ecosystem of the university. The direction to achieve the goal is the creation of integration tools, one of which, the Profit resource, is described in the article. The organization of its mastery by students is aimed at integrating formal, non-formal and informal education in the conditions of meta-learning and metacognition.

The scientific significance of the work is determined by clarifying the influence of mastered «learn to learn» strategies on the formation of self-guided learners. The practical significance is associated with strengthening the functional nature of the professional training of future teachers, because CPD competencies, basic for subject and pedagogical ones, are internal to the teacher, constitute his integral property and are directly related to professional pedagogical competence.

The formation of CPD competencies is largely related to the personal-motivational sphere and the value attitude of students, and therefore a key role in the research methodology is played by the diagnosis of factors predisposing students to participate in CPD processes. The development of a Profit resource, taking into account the specifics of CPD competencies, is integrated into the educational process of the university through peer-to-peer learning. Experimental testing of the Profit resource is included in the research methodology.

The main results of the study include the determination of the organization and content of the CPD of future teachers as organizational and pedagogical support for students, the focus of which is based on the diagnosis of difficulties in educational and professional activities and the motives of students, respectively, on specific development goals that are relevant to them. Such support meets the paradigm of «earner-centered knowledge: useful for his lifelong learning and promising for his advancement in the labor market». The development of the studied competencies is supported by the CPD ecosystem - an open and developing professional and academic community of stakeholders who, in their collective experience, offer professional development resources to implement a wide variety of student requests and solve current problems of educational practice.

  The focus of developing CPD competencies on self-directed students significantly improves the quality of professional education of future teachers - agents of change management in the education system for a complex society.