Continuing education of teachers as a condition for improving the quality of education in institutions of general secondary education

Abstract

The article analyses the professional development of teachers in terms of practical significance. The model of managing the process of professional development of teachers in an educational organisation aimed at improving the management of the quality of education in general secondary education institutions is theoretically substantiated. The works and researches of domestic scientists in the field of development of teachers’ professional competence are studied and their influence on the development and formation of quality management in educational institutions is analysed. It is established that the beginning of the process of a teacher’s professional development can be called the moment of self-determination of an individual which is carried out twice: when entering a higher education institution or a college and at the time of its graduation when choosing a further place of work. The theoretical aspects related to the management of teachers’ professional development within general secondary education institutions are generalised. It is noted that the development of teachers in an educational organisation is a process of growth of the educational (general and professional) potential of a teacher's personality, organisationally provided by the system of the state and public institutions. The study reveals and substantiates the state of professional development management of teaching staff, which is a process of purposeful implementation of a management strategy in an educational institution aimed at forming teachers’ certain competencies. The conceptual idea in the theory of development management of pedagogical staff at an educational institution is the creation of an internal organisational practice-oriented system of teacher in-service training, which implies that the basis of professional development should be an active subjective position of the teacher himself/herself, his/her intensive practice-oriented methodological (scientific and methodological) activity, and it should end with a certain result or product developed by the teacher in the process of in-service training.