PEDAGOGICAL CONDITIONS OF PROFESSIONAL DEVELOPMENT OF TEACHERS OF CIVIL PROTECTION EDUCATIONAL AND METHODOLOGICAL CENTERS IN THE PROCESS OF ADVANCED TRAINING
Abstract
The article defines and substantiates the pedagogical conditions for the professional development of teachers of educational and methodical centers of civil protection in the process of advanced training in order to improve the educational process of training specialists and the population in matters of civil security. Based on the literature analysis, the methodological essence of the concept of “pedagogical conditions” is determined. The author defines the first pedagogical condition as the development of teachers’ motivational readiness to acquire theoretical knowledge and pedagogical skills, because the professional development of teachers will be much more effective in terms of organizing systematic, continuous work on the development of their motivational readiness, which activates the process of individual management of self-development; optimizes ways of thinking and develops special professional qualities. The second pedagogical condition is the teachers’ skills of modern digital technologies and resources in pedagogical, innovative and research activities. Its implementation is envisaged in the use of Google Workspace Education services as an indispensable component of the educational process, the active introduction of these services in the process of training of students and undergraduates of higher education establishments of all levels, in particular in post-graduate education institutions, which will significantly affect the quality of the organization of distance and mixed learning, especially in crisis conditions. The article defines the individualization of teachers’ pedagogical development as the third pedagogical condition. As a result of the implementation of this condition, the intensification of the professional and scientific research activities of teachers regarding the correction of personal and professional development, self-development of reflective abilities and culture is achieved. Each of the identified pedagogical conditions has its own internal capabilities, being mainly aimed at the formation of one or another component of the professional competence of civil protection specialists. At the same time, each condition taken separately cannot fully ensure the effectiveness of the formation of the researched problem. Only their system unity allows achieving the best results and constitutes a complex of pedagogical conditions for the formation of professional competence of teachers of the NMC CP in the process of advanced training.
Key words: pedagogical conditions; professional development; teacher; educational and methodical center of civil protection; advanced training.
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References
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