DESIGNING THE MODEL OF PROFESSIONAL DEVELOPMENT OF TEACHERS TAKING INTO ACCOUNT AXIOLOGICAL IMPERATIVES OF CONTINUING EDUCATION
DESIGNING THE MODEL OF PROFESSIONAL DEVELOPMENT OF TEACHERS TAKING INTO ACCOUNT AXIOLOGICAL IMPERATIVES OF CONTINUING EDUCATION

Summary/Abstract: The need for continuous personal and professional development is explained in essence by the continuous education of teachers. The purpose of the study is to define the content of a model for the professional development of teachers, taking into account the axiological imperatives of continuing education. The article describes the axiological imperatives of ‘a person is a subject of continuous education’, ‘a person is a subject of cultural space of continuous education’, ‘a person is a self-developing personality’, ‘continuous education is a semantic activity’, and ‘strategy of own development in the changing world.’ The content of the model is presented on the basis of the contextual approach and foundation positions. As a result, the axiological, pedagogical and organizational components of the model are described and correlated with the axiological imperatives of continuous education. These components have determined the development of actual forms of professional teacher development. These include scenario development, expert panels and a roadmap. Axiological imperatives of continuous education should be taken into account in the design of any model for the professional development of teachers in international practice to ensure the successful implementation of the developed model.

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