Principles of further pedagogical training: a case-study of regionalization of education systems
The research problem and the rationale for its relevance. The relevance of the research, the results of which are presented in this article, may be attributed to both normative (strategic) and practical factors. On the one hand, the ‘Education’ National Project involves the implementation of a number of measures for professional development - in the broader sense of the term - of educators. On the other hand, increasing the level of the professional and personal competencies of educators and heads of education systems is required to ensure the quality of the educational process in the changing social and economic conditions of the Russian Federation as a whole, and its individual regions. However, as one of the central problems in this context there remains the insufficient development of the methodology for designing the regionally oriented programs of further teacher training. The goal of research is to identify and systematize the principles of further teacher training as a significant aspect of the regionalization methodology of teacher training as an educational system. Methodology Methodologically, this study rests on the idea of synergy and integration of the factors of education. The following research methods were employed: the study and analysis of the regulatory acts in the field of education management, the study and analysis of education literature (with emphasis on the results of dissertation research in the field of multi-aspect development of the further teacher training system), the analysis of pedagogical and managerial practice in the field of further teacher training, SWOT analysis, synthesis and generalization. Results In the article, the author presents the key result of the theoretical study, i.e. the systematized nomenclature of principles for ensuring the regionalization of the further teacher training system. Forty-plus principles have been identified, characterized and grouped (from the perspective of education management) into seven semantic categories: value-based (axiologic), geographic, socio-economic, infrastructural, content, organization, technology, and management. In particular, the author concluded that it is necessary to pay special attention to the design of individualized programs of further teacher training, as well as to observe the verified ratio between the variative and invariant components of the content of those programs. The author offers the possible ways of practical application of the deliberated set of principles to the program development. Practical application of the materials is in their usefulness for researchers in the methodological foundations of teacher education, as well as experts in the field of management of professional development of teachers and methodologists responsible for the design of the content of programs of further teacher training.