SCIENTIFIC AND METHODICAL SUPPORT FOR THE PROFESSIONAL DEVELOPMENT OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN THE NONFORMAL EDUCATIONAL SPACE
DOI:
https://doi.org/10.28925/2412-0774.2025.4.2Keywords:
competences, continuing education, higher education teachers, nonformal education, professional development, scientific and methodical support, scientific and methodical provision.Abstract
The article is devoted to the analysis of the problem of professional development of teachers of higher education institutions in the conditions of nonformal educational space in the context of scientific and methodological support and scientific and methodological provision. Teachers of higher education institutions are singled out as a category of adult learners (involved in learning). Attention is focused on the role of informal education as a resource for the professional growth of teachers. It is emphasised that it is informal educational practices that provide flexibility, adaptability and the possibility of integrating innovations into the activities of scientific, pedagogical and teaching staff. Such practices create conditions for the exchange of experience and the development of professional competencies, and contribute to the development of a culture of lifelong learning. The essence of scientific and methodical support for the professional development of teachers is revealed. Scientific and methodical support is interpreted as a dynamic ecosystem that encompasses monitoring and diagnostic, content-related, control and analytical procedures for actualising the professional potential of scientific, pedagogical and teaching staff. It is substantiated that, as a catalyst for the development of a culture of lifelong learning, this support ensures the purposeful transformation of educational processes in the context of personal development and self-development. Its dynamism, personal and practical orientation, which corresponds to modern challenges in the field of higher education, is emphasized. A comparative analysis of scientific and methodical support and scientific and methodical guidance for the professional development of teachers was carried out, their common and distinctive characteristics were identified, and their significance for the formation of a competitive staff of higher education institutions was outlined. Recommendations for improving the scientific and methodical support of the professional development of higher education institution teachers in the context of nonformal education were substantiated.
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