TECHNOLOGY STRUCTURE OF DEVELOPMENTAL TRAINING FOR TEACHERS AT IN-SERVICE TEACHER TRAINING INSTITUTE

Within the article main structural components‟ content of the technologies of teachers‟ developmental training is scientifically grounded in terms of postgraduate education. The structure of educational technology according to researchers include such major components as a conceptual framework; semantic and processed parts. Concerning the conceptual framework a developmental approach to the organization of adult learning was used. Developmental education in postgraduate education can be spoken about in a situation where there is awareness of teachers in new meanings of professional activities, professional roles, and their ability to solve professional problems of developmental character. Semantic part of developmental education technologies make learning objectives (general and specific) and content of educational material. Among the objectives are: mastering independent forms of professional activity; assignment of actions summarized in the form of scientific knowledge; awareness of new meanings of professional activity; definition of professional tasks; provision of teacher‟s personal professional development. In our study, the content of the educational material is teacher‟s professional actions (problem awareness, goal-setting, analysis of teaching situations, hypotheses, modeling, reflection, actions of monitoring and evaluation.), and the method is setting and solving of educational and professional objectives. Procession component includes additionally an element of expert analysis. It is due to the need of keeping track of adult education in compliance with the fundamental principles of developmental education.