MODELS OF TEACHERS’ PROFESSIONAL DEVELOPMENT IN CONDITIONS OF DIGITALIZATION: BENCHMARKING OF SUCCESSFUL PRACTICES

In the context of socio-cultural and pedagogical transformations of higher educational organizations, the reform of the system of teachers’ professional development becomes an important component of their modernization, before which the processes of globalization and digitalization have put forward some new requirements. All this causes the need for university teachers to be ready to constantly improve their professional qualifications and be ready for continuous professional development in the context of a single educational space. Therefore, comparative studies of the problems of professional development of university teachers in Russia and abroad are fundamentally relevant and timely. These studies are a response to the requirements of modern democratic society for teachers’ professional and personal qualities and the vectors of their professional activity in new conditions. Teachers’ readiness for professional development is inextricably linked with their desire to increase their professional skill and achieve success in their activities. The formation of this readiness, as well as the process of professional development as a whole, should be individualized and, at the same time, voluntary. To do this, it is necessary to have certain conditions, including the real interest of the university leadership in the professional development of each teacher, the availability of various kinds of resources, and a developed infrastructure for organizing this process, as well as developed and tested models of individualization of the process of teachers’ professional development. Benchmarking as a technology for conducting a comparative pedagogical study of the models of teachers’ professional development has shown its effectiveness in identifying successful practices in this field and made it possible to identify three main models in organizing the process of increasing professional excellence and development at the university. Foreign models of the organization of professional development of university teachers, presented in the article, can be used in Russian universities, provided that they are adapted to the Russian realities and educational traditions.

professional development, digitalization, teachers of higher education institutions, models, individualization, successful practices, foreign experience, competitiveness, technologies, benchmarking, benchmarking project.

Tregubova T. M. Models of teachers’ professional development in conditions of digitalization: benchmarking of successful practices. Business. Education. Law, 2021, no. 3, pp. 348—352. DOI: 10.25683/VOLBI.2021.56.325.