Gruzdev Mikhail V.

The research presents a methodological analysis of the system of continuous pedagogical education. The author concludes that the concept of the systemogenesis of professional activity can act as a real methodological and theoretical basis for ensuring the continuity of the results of various levels of teacher training. The expediency and necessity of using a value-semantic approach in the organization of continuous pedagogical education are substantiated. The author proves that the inclusion of the formation of a value-semantic component in the results of education and goal-setting in the organization of the educational process can provide effective professional training of a teacher and help future and real teachers to give an adequate personal meaning to pedagogical activity and its individual components, which will allow them to become real subjects of pedagogical activity. Based on the results of the theoretical analysis, the author identified the most popular research areas of continuing pedagogical education. It is revealed that most of these research areas respond to the challenges of digitalization. There are also new trends associated with the era of postglobalization and the revival of the priority of national spiritual and moral values in today’s education in Russia. The lack of continuity in the content, forms, methods, and results of teacher training at the levels of secondary vocational and higher pedagogical education, as well as in additional professional education of teachers, is identified as a key problem of the practice of continuing pedagogical education. As a solution to this problem, the author presents an innovative model of interaction between a pedagogical university and regional subjects of teacher training. Additionally, the author defines priority directions of activity of the regional complex of continuous pedagogical education. The role of universities in the scientific management and support of innovative activities of educational organizations in the region is outlined. The main mechanism of support is the inclusion of teachers of the region in experimental, search, and research activities, including the creation of multi-level research communities of teachers, university students, and practical teachers.