1 Plekhanov Russian University of Economics, Tula Branch (RUSSIAN FEDERATION)
2 Tula State Lev Tolstoy Pedagogical University (RUSSIAN FEDERATION)
About this paper:
Appears in: EDULEARN20 Proceedings
Publication year: 2020
Pages: 2290-2293
ISBN: 978-84-09-17979-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2020.0706
Conference name: 12th International Conference on Education and New Learning Technologies
Dates: 6-7 July, 2020
Location: Online Conference
Every country, territory or region needs the teaching staff that meets present time challenges, so it obviously requires adjusting the structure, the content and the technology of retraining and further professional training programs for educational specialists. The criteria of flexibility, efficiency and relevance in the region are to become the key guidelines for updating programs.

In the Russian Federation there continues to exist a traditional institution of trainee teachers which is rather formal and outdated and does not provide a novice teacher with the amount of knowledge, skills and abilities that he/she really needs. This fact determines the relevance of this study and the necessity to find new ways to adapt a budding teacher to the practical pedagogical activity.

The purpose of this paper is to analyze the opportunities and conditions for professional growth of novice teachers of universities and secondary educational institutions and to introduce a further professional training program, taking into account young teachers’ needs and motives, regional specifics, and stakeholders’ requirements.

A hypothesis is put forward that a multi-tier further professional training program for budding teachers will make it possible to improve their qualifications and to form the necessary competencies, provided that this training program is created with due consideration of the specific nature of the subject area and the region. This professional training program is worked out with the aim of further modernization of the regional vocational education system and the formation of applied qualifications.

The goal of mastering the program is teachers’ professional, methodological, and general cultural upgrading and self-development as well as the enhancement of their professional competencies and skills.

The content of the program covers three large blocks, reflecting the real needs of a novice teacher, namely the current trends in the development of education, and the topical issues of educational content and teaching technologies.

The proposed Further Professional Training Program is multi-tier, that is, designed for teachers of both high and higher schools, since any teacher is motivated to improve his/her professional and personal culture.

Part-time form of education with the use of distant learning technologies, the Internet as a virtual space for solving professionally significant tasks, a well-organized communication of all participants of the educational process on remote access will allow students to achieve positive results, and the program developers will gradually gain experience in indirect learning, and it will become a turning point in e-learning development.
Further professional training, modernization, multi-tier program, distant educational environment, novice teacher, professional development.