| Summary: | The article examines the complex structure of such a complicated educational segment as the system of advanced training for teachers of a modern university. The place and role of such a system in the structure of professional culture and the formation of a specialist’s professionalism is determined. The key problems and crisis points that exist within the framework of this object are identified. At the same time, the main mechanisms for improving and modernizing of the system of improving pedagogical qualifications are identified, the most important of which is the project-oriented training. Within the framework of this definition, the essence and specificity of the project-oriented approach in general and in relation to the system of advanced training of a modern teacher in particular are determined. The main criteria, based on which these systems cross and complement each other, are highlighted. The study performs a theoretical and practical potential that can replenish the existing pedagogical scientific base, and also enters a new stage of theoretical understanding of the problem of improving the professional qualifications of university teachers. This article is based on both theoretical and practical foundations, expressed in the form of an analysis of authoritative scientific sources and in the results of the survey. At the same time, the questionnaire has become a key research method, since it included a survey of more than 200 teachers undergoing regular training in advanced training systems, due to which this work raises new questions necessary for a comprehensive intensification of educational processes in this direction. This method is one of the most effective and promising methods of scientific research.
|
|---|