Designing and Realization of Continuing Professional Development of Teachers Arranging Supplementary Education

Research of professional development of teachers arranging supplementary education in modern conditions. Ideas of continuing education realized in the process of integration of formal, non-formal and informal education make the foundations of the present paper. The article shows possibilities of supplementary education institutions in designing and creation of this system of teachers’ professional development in institutions of supplementary education. Methods of pedagogical modeling, dynamic series creation, and comparative analysis are used in the research. The authors have developed and introduced a model of continuing education of teachers working in supplementary education institutions. 114 teachers (58 in the control group, 56 in the experimental group) took part in the research. Comparative analysis of three components of professional competence (personal, cognitive and activity-based) has been conducted and efficiency of the proposed model has been proved. The results of pedagogical experiment show high dynamics of professional competence component formation level (in the experimental group it is twice as high as in the control group). The obtained data testify to the availability of system profound psychology-pedagogical and methodical knowledge of teachers in the experimental group and prove the efficiency of the model proposed by the authors. Results of the research will be useful for teachers and heads of educational institutions dealing with professional development management of teachers working in supplementary education institutions. The research determined the necessity and expediency to integrate different types of educational activity into the system aimed to train teachers of supplementary education.