DOI: 
http://dx.doi.org/10.15293/1813-4718.2405.10
UDC: 
371
Zolotovitskaya Yulia Y.
Deputy Director for educational Work, Secondary General education school with in-depth study of individual subjects in Dushanbe named after Yu. A. Gagarin, yzolotovitskaya@mail.ru, Dushanbe, Republic of Tajikistan

Analysis of the Results of the Study of Conditions of Professional Development of Teachers in the Altai Republic

Abstract: 
Problem. Support and accompaniment of schools with low educational results and schools operating in unfavorable social conditions is a necessary condition for ensuring equal access of students to quality education. One of the factors of low educational results remains the problem of providing the necessary conditions and insufficiently developed mechanisms for managing the professional development of teachers. Purpose of the study. Determination of the current conditions and the state of professional development of teachers in the Altai Republic. Research methods. To achieve this goal, a sociological survey was conducted, in which 2,625 people took part – representatives of 11 municipalities of the Altai Republic from 161 general education organizations. Research results. The results of the study show that most of the study participants consider comfortable conditions in a general education organization (hereinafter referred to as the NGO) for participants in the educational process, the relationship with the administration of the NGO teachers is constructive, the relationship with students is respectful and trusting. However, a third of teachers experience methodological difficulties in preparing for lessons using distance learning technologies, more than half of teachers note subject and methodological deficiencies. This means that this issue requires closer attention not only through advanced training courses, but also through tutor and post-course support, and the introduction of a targeted mentoring model. In order to master new professional competencies, teachers systematically offer advanced training courses for. However, most teachers note that sometimes they have to make decisions about implementing changes to working conditions. The main problems hindering innovative activity, teachers call the lack of time, the necessary knowledge and the lack of any strategy for the activities of the NGO. Despite the demonstrated satisfaction with the conditions of activity, teachers still have low ratings of the level of comfort, technical equipment, as well as the need to develop new competencies necessary for the adoption and application of new innovative practices in the educational process. Conclusions. Based on the results of the study, priority areas for supporting the professional development of teachers were determined and target groups were identified for organizing further targeted work taking into account the existing subject and methodological deficiencies. The author developed and implemented a municipal model of the management system for the professional development of teachers, including advanced training programs in three priority areas: improving working conditions, including creating conditions for the development of professional competencies of teachers, creating conditions for the development of soft skills in teachers, developing new educational technologies and supporting innovative activities of teachers.
Keywords: 
pedagogical activity; professional development of teachers; conditions of professional development; Altai Republic; satisfaction of teachers with working conditions
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References: 

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