Professional development of integral teaching staffs of schools: essence and basic components of the concept

Aim. To determine the essence and basic components of the concept of professional development of integral teaching staff of schools (hereinafter – the Concept), its principles and mechanisms.

Methodology and/or methods of solving the research problem: applied methodological approaches – axiological, system-activity, acmeological, androgogical, qualimetric. Research methods: analysis, interpretation of the problem field of research and innovative practices of school management and innovative models of continuing pedagogical education, the data on the basic concepts based on information search in Scopus databases, eLIBRARY.ru and the RSCI, as well as regulatory and methodological documents, data from the websites of organizations included in corporate training projects, their systematization and grouping, which made it possible to determine the corpus of the Concept; the survey and analysis of project products of students as future and present representatives of school teams.

Results. The components of the Concept have been developed as the basis of management technologies in general education and in additional professional pedagogical education, as well as in the design of modules of higher pedagogical education, diagnostics of the evaluation of the components of the Concept as the basis for the development of content and modules of programs of continuing pedagogical education, including the level of higher education, has been carried out.

Theoretical and/or practical significance. The basic concepts of the Concept, factors and problem field, ideas and principles, approaches and mechanisms for the implementation of professional development of integral teaching staff of schools as a basis for qualitative improvement of educational organizations and programs of higher pedagogical education are highlighted. The results will be of use for the development of collective strategies for the professional development of school teachers, content and modules of programs of the system of continuing pedagogical education, corporate training and vocational training of school teams.

Conclusions. The presented interim results are aimed at a systematic solution of theoretical and practical problems in the field of professional development of integral teaching staff of schools as a condition for improving the quality of their activities based on the integral and creative paradigm of education and the developed Concept.

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