Modeling of a regional continuing professional development system for academic and teaching staff

Abstract

Introduction. The transition of Russia to the innovative socially oriented type of development has determined the growing demands for highly qualified personnel ready for continuous professional growth and social mobility. Methods. The problem of modeling and practical implementation of the regional continuing professional development system for academic and teaching staff on the basis of the activity-based approach is timely and relevant. The scientifically grounded theoretical and methodological support of the teacher’s activity on the improvement of professional competence and mobility should use modern methods, network forms and distance technologies. This approach is developed to help overcome the inertia of the regional continuing professional development system for academic and teaching staff. Results. Identifying characteristic features and socio-historical prerequisites for the development of the regional continuing professional development system for academic and teaching staff contributes to the enrichment of life-long pedagogical education, provides the explication of conceptual and terminological apparatus of the issue. The solution to the problem of the development of the regional continuing professional development system for academic and teaching staff requires the substantiation of the theoretical foundations of system modeling. The theoretical and methodological basis for modeling the regional continuing professional development system for academic and teaching staff is an activity-based approach, according to which the goal of training is not to master knowledge, but to provide engaging and challenging learning materials and flexible space for learning through activity. Discussion. The activity-based approach includes andragogical, competence and modular components of individual educational trajectory for academic and teaching staff based on the network form of interaction between various educational organizations. Conclusion. Socio-historical implications identified in the study of the advanced teacher training development in Russia, dictate that in connection with the transition to the innovative, socially oriented economy, the continuing professional growth of personnel potential in the system of higher professional education is of paramount importance.