DOI: 
http://dx.doi.org/10.15293/1813-4718.2503.10
UDC: 
37.014
Yakushkina Marina Sergeevna
Доктор педагогических наук, Professor of the Department of Pedagogy and Psychology, Federal State Educational Institution of Higher Education "Tolyatti State University", vosp_spbgu@mail.ru, Tolyatti - St. Petersburg

Design and implementation of an in-school system for professional development of teachers

Abstract: 
Introduction. Today, the internal resources and potential of teachers with extensive experience, significant, publicly recognized successes in teaching, as well as the creativity of young teaching staff, are rarely used to improve the skills of teachers of the educational organization in which they work. The purpose of this research is to create an in situ professional development program for teachers, i.e., a program within the framework of an intra–school professional development system based on the actualization of the potential of teachers of a given school. The term “in situ” (Latin for “on the spot”) means an action or phenomenon observed in the same place (location) where it occurs (without moving it anywhere). Under the given conditions, the term “in situ” means that the program is created and implemented in the place where teachers work (in an educational organization). The purpose of the article is to reveal and substantiate the idea of creating an intra-school system for the development of pedagogical skills. Methodology and research methods. Methodological approaches to the research are systematic, andragogical, event–based. In the course of the research, the following methods were used: included observation, interviews, surveys; when developing the program, various forms of group creativity of teachers (brainstorming, maeutics, etc.), design, pedagogical modeling, experimental work. The results of the research. The article presents an algorithm for developing in situ programs and tasks that are solved step by step. The results of experimental work on in situ testing of the program at the Krasnye Zori boarding school in Peterhof (St. Petersburg) in the context of searching for the content of methodological support for subjects of the developing educational space of the municipal territory are described. The most demanded modules of the program are characterized. Conclusion. The pilot monitoring showed a positive attitude of teachers towards participation in the in situ – program for the development of pedagogical skills.
Keywords: 
additional professional education; teacher training; framework educational program; in-school professional development system
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References: 

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