IN-SERVICE TEACHER TRAINING COURSES: ORGANIZATIONAL COMPONENTS

Abstract

The article describes the organizational components of the teacher training courses at the Khmelnytsky Regional In-Service Teacher Training Institute. According to the Law of Ukraine “On Professional Development” the state policy in this area aims at the process of continuous professional development and creates conditions for teacher to learn at training courses once every five years. The Law of Ukraine "On Education" declares that the professional development is the duty and the rate of life of teachers. Formation of the number of trainees, the quality of the scientific and pedagogical staff, the content of training, planning and documentation, resources and economic support are the basis for organizing in-service courses. The formation of a contingent of trainees consists of several stages: 1) previous research and prediction of the quantitative composition of trainees; 2) specification of indicators of the actual number of trainees; 3) approval of the actual number of trainees, and the schedule for the next year's courses; 4) an analysis of the implementation of the plan of courses. Every year more than six thousand teachers study at the courses. In accordance with the schedule of training, students are spread across departments. Lecture sessions, practical sessions, trainings are carried out by the scientific staff of the departments, methodologists and teachers of practice. Educational programs are built on the basis of qualification characteristics, state requirements for the content of education in secondary school, the wishes of teachers. The overall structure of the programs corresponds to the recommendations of the Ministry of Education and Science of Ukraine. The variable part is developed in accordance with the pedagogical specialties and considering the recommendations of the departments and methodologists. Based on the content of educational programs, the general structure of the curriculum is developed. The institute has developed more than 70 programmes to improve the skills of teachers. Curricula are developed for specialists, specialists of the second category, specialists of the first category and specialists of the highest category. The planning and organization of courses corresponds to the annual cycle of attestation of pedagogical workers in general schools. The organization of courses at the institute is accompanied by appropriate orders and orders. The Institute has sufficient resource potential for conducting courses at a high level. The funding of the courses is based on the network of groups, calculations of the balance of hours, tariffs. The described components form a functional unity. Each component has a certain structure and performs its function, affects the course of the learning process, depending on the structure, quantitative and qualitative characteristics of the groups. Deployment of the in-service courses is on the basis of these components. It is advisable to take into account the psychological and pedagogical features of adult education in accordance with the basic principles of andragogy.