Methodological and theoretical foundations of psycho-pedagogical support for the professional and personal development of teachers through the system of additional professional education in Russia

Introduction. The professional and personal development of an individual at all stages of his professional training and professional activity has always been practically significant. Such development is becoming even more relevant in today’s conditions. Russian scholars have never directly addressed the problems of psycho-pedagogical support for professional activities of teachers through the system of additional professional education. Materials and Methods. The article considers methodological and theoretical provisions that underpin the design of a model of psycho-pedagogical support for the professional and personal development of teachers — including provisions underlying the idea of such a model, its goals, its structural components, and selection of methods and forms of its development based on a systematic approach. Results. The article discusses the results of empirical researches on methodological and theoretical provisions that underpin the development and testing of a system of psycho-pedagogical support for the professional and personal development of teachers through the system of additional professional education. The following main components of the system are proposed: a) measuring, evaluating the current state of professional and personal readiness of teachers to carry out their job duties; b) using the motivational potential of sessions when teachers take professional development courses; c) creating conditions for professional and personal development of teachers; d) individual psycho-pedagogical interaction with teachers to increase their motivation for professional and personal development; e) encouraging self-improvement in teachers’ work; f) maintaining teachers’ personal resources that allow them to adequately respond to a changing professional environment; g) analyzing and evaluating the effectiveness of the implementation of these components. Conclusions. Show that the problem in question is understudied. In this article, we substantiated the development and testing of a system of psycho-pedagogical support for the professional and personal development of teachers through the system of additional professional education.