Mesofactors of the regional pedagogical cluster development

Introduction. One of the trends in the development of teacher education is the tendency of clustering. The pedagogical cluster acts as an integral part of the educational cluster, preserving its specific features in relation to the system of continuous pedagogical education. Aim. The aim of the article is to study the factors influencing the formation and development of a pedagogical cluster; special attention in the article is paid to mesofactors. Materials and methods. Theoretical methods (analysis of scientific literature, comparative analysis of ideas and approaches to clustering in education, the essence of regional mesofactors) made it possible to determine the mesofactors of influence on the formation and development of a regional pedagogical cluster. The basis of the experimental research is the system of continuous pedagogical education of the Novgorod region. Methods of experimental research: survey to identify the realization of the potential of regional mesofactors (149 teachers of the Novgorod region (Russiam Federation) – 124 teachers, 25 managers), analysis of websites of secondary school (20 sites) to identify social partners. Research results. The theoretical result of the study was the determination of the educational potential of the territory, the specification of the content and objects of influence of mesofactors on the formation and development of the regional pedagogical cluster. A survey of teachers: of the variety of objects on the territory, predominantly objects with traditional recognized educational value are used in the educational process of the school – architectural monuments, outstanding people or events, historical places (noted by a quarter of the participants), which are used for excursions (71%) or only information about them (29.5%); teachers understand of the importance of the educational potential of the territory for transforming the learning process. The list of the school's main partners is limited to cultural institutions (libraries, museums), sports organizations, enterprises and organizations with which schools cooperate within the framework of career guidance, as well as partner institutions for the prevention of deviant behavior. Conclusion. The study confirmed that the consolidation of the efforts of educational organizations of different levels in the context of a pedagogical cluster is considered as a new vector of cooperation to increase the competitiveness and quality of pedagogical education in the region, the basis for which can be the educational potential of the territory.