Integration of the National System of Teacher Growth and the National Cluster Model of Scientific (Scientific and Methodological) Interaction between Pedagogical Universities and Education Development Institutes
The authors examine the problem of integrating the national system of teacher growth and the national cluster model of scientific (scientific and methodological) interaction between pedagogical universities and education development institutes. The normative legal acts regulating the creation and functioning of the national system of teacher growth are analyzed, including the unified federal system of scientific and methodological support for teachers and the regional system of scientific and methodological support for teachers and management personnel. The “operational privacy” of the national system of teacher growth is emphasized. The process of integration is revealed as a dialectic of form and content at special “junction points” identified with the help of structural and functional analysis. The scenario approach shows the variability of integration. A SWOT analysis of inertial and transformational scenarios was carried. The SWOT analysis confirms the expediency of integrating the national system of teacher growth and the national cluster model of scientific (scientific and methodological) interaction between pedagogical universities and education development institutes, but demonstrates the preference for a transformational scenario.