Design a personalized additional professional education of teachers: event-positional methodology
Authors: Ignatieva G. A. , Sdobnyakov V. V. 
Published: October 2022

Introduction. The relevance of designing the event-positional methodology of personalized additional professional education of teachers in the conditions of a pedagogical university is determined by the following aspects of the modern educational situation: the practical need for the development of additional professional programs of a new type; the need to overcome the backlog of requirements for the modernization of the main professional educational programs for future teachers from the new requirements of professional standards to their professional activities in an educational organization; the growing importance of the idea of education as a national priority; the demand for new norms of positional and professional self-determination of the teacher.Aim. The purpose of the article is to identify the methodological vector of the deployment of special theoretical and design-scientific works on the creation of a model for the formation and implementation of a personalized strategy for the development of a teacher in the process of additional professional education and the cultivation of a special culture of new pedagogical professionalism, which is determined by the presence of abilities for self-education, and thereby for self-development.Materials and Methods. The basis of the scientific search was the synthesis of fundamental provisions on a personalized model of the development of a teacher's reflexive abilities for self-transformation; on new goal-setting, which provides an opportunity for a teacher to learn how to design an educational situation in the dynamics of its development, combining elements of theory and practice to obtain a holistic, new knowledge; on the development of resource anthropological potential and development management; about new andragogic formats and technologies for creating professional communities and managing the personal development of teachers.Results. A thesaurus of event-positional methodology and a methodological scheme for building a new practice of continuous advanced pedagogical education have been developed, acting as a normative-prognostic and practice-oriented basis and a value- meanings reference point for personalized additional professional education of teachers. The trial implementation of the developed methodological scheme within the framework of scientific and methodological support of the activities of project teams of educational organizations - co-executors of the network project of training mentors for the development of the federal innovation platform of the Ministry of Science and Higher Education allowed us to establish the fundamental laws of positional self-determination as an educational result of managing the personalized development of teachers in conditions of additional professional education.Discussion and Conclusions. The scientific novelty of the research results is characterized by its focus on creating a prospective model of personalized additional professional education, the principles, conditions and mechanisms of which are directly focused on the inclusion of teachers in the processes of self-education and self-development with the help of targeted design of productive action technology that determines the mechanisms of activity development and assignment of norms of self-realization and the construction of a new educational reality, in which the person himself is both the subject and the object of transformations and transformations. The event-positional methodology makes it possible to build a unified, continuous and variable system of targeted additional professional education in the conditions of a pedagogical university on the basis of personalized educational tracks designed taking into account the specific needs of a pedagogical worker in the continuous updating of their professional knowledge and the acquisition of new professional skills determined through diagnostic procedures, based on the priority of the practiceoriented (applied) component of the educational process and the use of the possibilities of the digital educational environment.