Designing professional development for teachers in the post-course period

Abstract

The article is devoted to the study of approaches and technologies for setting professional development goals for teachers in the post-course period. Clear goal-setting plays a key role in ensuring conscious professional development directed by the teachers themselves. Aim: to search for tools that enable teachers to design a personalized professional development program in the post-course period based on goal-setting. The authors used survey methods and content analysis to assess the quantitative characteristics of the collected material, to identify features in setting professional development goals, and changes in their formulation. A survey of 21,681 teachers was conducted to determine their educational needs and their conscious attitude towards professional development in the post-course period. To test the methodology associated with the use of a specially developed tool for designing a personalized program, 84 teachers were involved voluntarily. The results made it possible to justify an innovative solution to the problem of designing a personalized professional development program based on the definition of specific, achievable goals in the form of a patentable utility model. Its applicability as a self-configurable constructor due to the personalized visual configuration of the set elements demonstrates its potential use when new requirements for teacher qualifications and competencies.