Directions for the development of non-formal teacher education: generalizing the experience of Kremenchuk

The article deals with the peculiarities of the development of non-formal education of teachers on the example of Kremenchuk. The advantages and problem areas of non-formal education are highlighted. It is noted that non-formal education of teachers in Kremenchuk gymnasiums and lyceums has undergone changes in recent years due to the expansion of the range of directions and forms of professional growth. The already traditional online courses and webinars on platforms for educators have been supplemented by various events, programs, and initiatives aimed not only at acquiring new competencies and skills, but also at forming a professional community in the city. Based on the analysis, it was found that non-formal education in Kremenchuk is represented at different levels, from international projects to local initiatives. Thanks to this, interaction with European and Ukrainian institutions, educational foundations, and public organizations is being established. All forms and areas of non-formal education of Kremenchuk teachers are described in detail. Examples of the implementation of non-formal education at the level of city initiatives are described. The directions of activity of the pedagogical club, created on the basis of the educational and methodological environment “Development of Pedagogical Culture”, are analyzed. The author characterizes the forms of education of the pedagogical club: pedagogical studies and creative workshops. The pedagogical club allows teachers to unite the city's teachers to jointly participate in various non-formal education projects, professional competitions, scientific and practical conferences, grant activities, etc. It contributes to the professional growth of teachers, gaining new and useful experience of joint activities, and shaping the corporate culture of educators. Non-formal education, which is realized in the process of the pedagogical club, is locally oriented, because it meets the modern needs of the territorial community. It is noted that school initiatives that help teachers improve their professional skills and the quality of teaching have a positive impact on the development of pedagogical culture.