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

Abstract

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.