DESIGNING A DEVELOPING SYSTEM OF IN-HOUSE TRAINING FOR TEACHERS BASED ON THE OBJECTIVES OF STATE POLICY IN EDUCATION

Abstract

Improving the quality of Russian education is closely linked to implementing a comprehensive set of measures aimed at supporting the professional growth of teachers in general educational institutions. State policy in the field of education focuses on increasing accessibility and inclusiveness, as well as creating conditions for the self-realization of diverse groups of learners. These priorities impose high demands on the professional training of educators, emphasizing the importance of having an effective, evol¬ving system of in-house professional development for teaching staff. Such in-house training proves to be more flexible and goal-oriented, enabling schools to account for their specific context, respond to changing educational process needs, and ensure continuous professional development. The research aims to propose a scientifically grounded methodological interpretation of the design process of an evolving in-house pro-fessional development system for teachers within a general educational institution, based on the objectives of state policy in education. The study employed the methods of analysis of regulatory and theoretical lit-erature, modeling, evaluation, and systematization of modern practices of in-house teacher training in schools. Key characteristics of an evolving in-house professional development system were scientifically substantiated, including its goals, methodology, conditions, and expected outcomes. A methodological framework for designing such a system was presented. The article outlined the content of the following de-sign stages: diagnostic, goal-setting, project, implementation, reflective, expert, and prospective. For the first time, the concept of “an evolving in-house professional development system for teachers” was defined; its properties were identified, and the concept of “designing an evolving in-house professional development system” was described along with an algorithm for its implementation within the corporate educational en-vironment of a general educational institution. The proposed design process can be applied in developing long-term development programs for general educational institutions, particularly in sections related to managing continuous professional development of personnel. The suggested algorithm may also be incor-porated into the content of professional development programs for teachers and school leaders offered by institutions of continuing professional education.