Pedagogical assistance to young teachers of institutes of advanced training of universities of the Russian Ministry of Internal Affairs system in the formulation of personalized programs of continuous professional development
The research problem and the rationale for its relevance. The article presents the characteristics of the conditions of continuous professional development of personality, substantiates the expediency of qualitative updating of various aspects of additional professional education of adults. The peculiarities of advanced training in higher education institutions of the Russian Ministry of Internal Affairs have been investigated. The problem of personalized training of young teachers of advanced training institutes is actualized. The goal of the research is associated with the definition of conditions of pedagogical assistance to young teachers of institutes of advanced training of universities of the Russian Ministry of Internal Affairs system in the design of personalized programs of continuous professional development. Theoretical analysis has shown that a personalized approach to professional development ensures that the capabilities of young teachers, their difficulties, needs, and professional perspectives are taken into account. Methodology: review of research papers, analysis of effective scientific ideas, generalization of the author's experience, design of pedagogical conditions in the segment of the issue under consideration. The provisions of the concept of unlimited development and personality-oriented training of specialists act as methodological bases of the study. The results of the research are pedagogical conditions for assisting young teachers of advanced training institutes in the design of personalized programs of continuous professional development. The first condition implies the participation of the heads of the institute's structural units in identifying the actual deficits of young teachers. The second condition is related to expert consulting of young teachers in identifying potential opportunities for professional development. The third condition includes the development and implementation of the program of intra-organizational advanced training of young teachers, which contains a flexible module. The fourth condition describes the use of modern methods of pedagogical support and training of young teachers: coaching, facilitation, case-method. Scientific novelty is associated with the characterization of conditions of pedagogical assistance to young teachers of advanced training institutes in the design of personalized programs of continuous professional development. The practical significance of the presented solutions is expressed in the possibility of their application in the institutions of additional professional education of the law enforcement system in the aspect of continuous development of young teachers, organization of their advanced training in the workplace.