DOI: 
http://dx.doi.org/10.15293/1813-4718.2601.07
UDC: 
378.046.4
Elizarova Liudmila V.
Кандидат филологических наук, Prof. of the Department of Translation, Herzen State Pedagogical University of Russia, lyudmilaelizarova@herzen.spb.ru, Saint Petersburg
Trubitsina Olga I.
Кандидат педагогических наук, Prof., Head of the Department of Foreign Language Teaching Methodology, Herzen State Pedagogical University of Russia, truwat@bk.ru, Saint Petersburg
Perevertkina Marina S.
Кандидат педагогических наук, Assoc. Prof. of the Department of Foreign Language Teaching Methodology, Herzen State Pedagogical University of Russia, mperevertkina@herzen.spb.ru, Saint Petersburg
Bagramova Nina V.
Доктор педагогических наук, Professor of the Department of Foreign Language Teaching Methodology, Herzen State Pedagogical University of Russia, nvbagramova@mail.ru, Saint Petersburg
Kostina Ekaterina Alekseevna
Доктор педагогических наук, Dean, Faculty of Foreign Languages, Novosibirsk State Pedagogical University, ea_kostina@mail.ru, Novosibirsk

Prospects of Integrating Continuing Professional and Higher Education for Bridging the Professional Skill Gaps of Teachers

Abstract: 
Abstract. The article addresses the issue of professional skill gaps of teachers, which arise due to rapidly changing job requirements. The process of updating the content of higher education teacher training lacks agility; therefore, a more flexible, practice-oriented system of continuing professional education can be instrumental in facilitating teacher professional development. This system responds to evolving labour market demands by dynamically updating the content of programmes, thereby directly targeting teachers’ emerging professional skill gaps. The purpose of this article is to identify and classify the current professional skill gaps of both pre-service and in-service foreign language teachers and their needs for continuing professional education. The research methodology was designed to delineate these gaps at an empirical level. The primary research tool was an online survey, and the collected data were processed using methods of descriptive statistics, comparative analysis, and correlation analysis. As a result, the study identified nine core areas for teacher professional development. Within each area, a systematic mapping of foreign language teachers’ specific professional needs and potential professional skill gaps was conducted. Correlation analysis revealed a clear relationship between teaching experience (length of service) and the nature of professional development needs. This analysis further delineated three key trends in the dynamics of professional skill gaps: (1) skill gaps that become more pronounced with greater teaching experience, (2) skill gaps that are mitigated through accumulated pedagogical experience, and (3) development areas that remain perennially relevant. Based on these results, the priority areas for targeted teacher professional development within the system of continuing professional education were determined. In conclusion, it is argued that vocational teacher training programmes must be tailored based on practitioners’ teaching experience and identified skill gaps.
Keywords: 
Keywords: professional skill gaps; foreign language teachers; teacher training; continuing professional education; higher education teacher training
References: 

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