У статті розглянуто завдання та шляхи модернізації системи післядипломної педагогічної освіти в Україні; визначаються умови, спрямовані на оновлення й модернізацію фахових знань, формування нових компетентностей педагогів. Наголошується на можливостях регіональних (обласних) закладів післядипломної педагогічної освіти щодо науково-методичного забезпечення навчально-виховного процесу, науково-організаційного і психолого-педагогічного супроводу інноваційної й самоосвітньої діяльності педагогів у міжкурсовий період.
В статье рассматриваются задачи и пути модернизации системы последипломного педагогического образования в Украине; определяются условия, направленные на обновление и модернизацию профессиональных знаний, формирование новых компетентностей педагогов. Актуализируются возможности региональных (областных) учреждений последипломного педагогического образования относительно научно-методического обеспечения учебно-воспитательного процесса, научно-организационного и психолого-педагогического сопровождения инновационной и самообразовательной деятельности педагогов в межкурсовой период.
The article deals with the problems and ways of modernizing the system of in-service teacher training education in Ukraine. The conditions for updating and upgrading teachers’ professional knowledge, developing new competencies are defined. The article highlights the potential of regional in-service teacher training institutes regarding scientific and methodological support of the educational process, scientific, organizational, psychological and pedagogical support of innovative activities and self-education of teachers in the period between the courses. It is noted that in the course of training more attention should be paid to updating teachers’ professional knowledge, developing new competencies, especially diagnostic, monitoring, analytical and methodological. The idea of the differentiated approach to the organization of work with teachers, which aims to motivate teachers for increasing professional skills, continuous self-development, is grounded. The article highlights the practice of Kharkiv Academy of Continuous Education, where the model of in-service teacher training is upgraded, distance in-service training is proposed, the period of extramural studies is lengthened, hands on training is provided, trainees have possibility to choose optional advanced courses which correspond to their professional interests or concerns. As a means of stimulating the successful training there has been introduced summative testing, which aims to measure proficiency of teachers in information and communication technologies, new professional skills and modern teaching techniques. We developed methodological program, which defines the conditions of development of professional competences of teachers, namely creating developmental environment, implementing innovations in content and forms of in-service teacher training, developing professional skills of teacher trainers. Corresponding forms of work with teachers in the period between the courses are developed for each group according to the professional development.
