Structural and functional model of the organization of professional training of pedagogical workers in postgraduate pedagogical education institutions in pandemic conditions

The article presents materials related to a socially significant problem – the organization of professional development of teachers in a pandemic in the institution of postgraduate pedagogical education. The analysis of the relevant scientific research and publications made it possible to describe the structural and functional components of the model for the implementation of professional development of teachers for distance learning in synchronous and asynchronous modes in the institution of postgraduate education. In particular, the following structural components have been specified: target, substantive, procedural, diagnostic, and effective. Described organizational, communication, training, monitoring functional components; as well as the main stages of the implementation of professional development of teachers: analytical and planning, organizational and executive, control and correctional. The corresponding organizational and pedagogical conditions have been determined: the readiness of scientific, pedagogical and pedagogical workers of educational institutions to improve their qualifications in a distance form; availability of appropriate material and technical support; development of the information and educational environment of the institution of postgraduate pedagogical education in accordance with the needs of the implementation of advanced training for the remote form in synchronous and asynchronous modes. A list of digital tools for educational interaction of participants in the professional development process is given, including the following: software applications for the implementation of remote communication; software applications for the preparation of electronic educational resources; learning management systems; information system for monitoring the process of improving the qualifications of teachers in the institution of postgraduate pedagogical education, etc. It is substantiated that the organization of advanced training in the institution of postgraduate pedagogical education in accordance with the described components of the proposed model makes it possible to ensure the development of the corresponding components of the professional competence of teachers in a pandemic. Further studies of the problem under consideration can relate to the definition of criteria and indicators for the selection of appropriate digital tools for interaction of participants in remote training in a synchronous mode