PEDAGOGICAL FACTORS DETERMINING THE CONTENT OF PERSONALISED PROGRAMMES FOR CONTINUOUS PROFESSIONAL DEVELOPMENT OF YOUNG TEACHERS AT ADVANCED TRAINING INSTITUTES OF THE MINISTRY OF INTERNAL AFFAIRS OF RUSSIA

Revealing the essence of the subject of research, the author to emphasizes the relevance of the cultural and historical concept of L. S. Vygotsky. The author also adds that social factors in the educational environment of the system of additional professional education acquire pedagogical overtones. Based on the relevance of scientific interest, the topic and purpose of the study are formulated. The aim of the work is to clarify the most promising pedagogical factors that determine the content of personalized programs for continuous professional development of young teachers at advanced training institutes of the Ministry of Internal Affairs of Russia. The hypothesis of the study is that the implementation of personalized programs for the continuous professional development of teachers will be effective if pedagogical factors that are significant for the category of specialists under study are taken into account. Research methods: this element of the scientific apparatus of the article is determined by the idea of L. S. Vygotsky about the influence of the social environment on the development of the individual. The leading research methods are the theoretical analysis of works on the research topic, the study of pedagogical documentation and a survey. Results of the work and scientific contribution are as follows: pedagogical factors are identified, and recommendations are developed for their reproduction in the educational environment of institutions of additional professional education: 1) highly qualified activities of the young specialist’s colleagues; 2) the availability of innovative didactic tools that contribute to the professional growth of a young teacher; 3) the continuous development of the young teacher’s scientific way of thinking; 4) the team maintains cultural norms that are in line with today’s society. The scientific contribution is the substantiation of the potential practical use of the provisions of the theory of cultural-historical development to improve the professional competences of the specialists of the Ministry of Internal Affairs (hereinafter referred to as MIA specialists). Conclusions. Combining the best principles of social development allows young teachers to build long-term projects of personalized professional development programs. Limitations/directions for future research. Since the concept of cultural identity is quite diverse in each specific region of our country, it is necessary to carefully consider which values need to be promoted in the team, and which ones should be disclosed less intensively.

advanced training programs, young teachers, police officers, pedagogical factors, personalized approach, L. S. Vygotsky’s cultural and historical concept, pedagogical factors, cultural norms, development of a scientific way of thinking, identity of social and pedagogical factors

Kanukoev A. M. Pedagogical factors determining the content of personalised programmes for continuous professional development of young teachers at advanced training institutes of the Ministry of Internal Affairs of Russia. Business. Education. Law, 2022, no. 2, pp. 219—223. DOI: 10.25683/VOLBI.2022.59.213.