Professional learning community of teachers as integrated refresher training
The article is devoted to new forms of dedicated teachers. The starting idea is to focus graduate education on the individual professional needs of the teacher, related to the achievement of the best results of professional activities. In this regard, the additional problem of modern professional education considered by the authors from the point of view of embedded professional development, the implementation of which can be done in school using the activities of professional learning communities of teachers. Analysis of foreign sources shows the possibility of professional learning communities as embedded professional development. Experimental practices of professional learning communities indicate the presence of a positive experience of schools in organizing the process of training teachers in direct professional practice. In the article the authors propose steps to create professional learning communities of teachers: an analysis of educational outcomes and identification of learning difficulties of children, the choice of effective teaching strategies (technologies), the analysis of a teacher's readiness to implement the chosen strategy, and the identification of occupational deficits in a teacher's collaborative design activity in the professional learning community. In conclusion, the findings of the external and internal environment and activities of professional learning communities are organizational, methodological, and communicational.