Personalization of Professional Development of Teachers in Formal and Informal Professional Development

Introduction. The article considers the problem of improving the professional development of teaching staff in terms of their involvement in continuing education, including through inclusion in formal and informal professional development. On the basis of the revealed contradictions, the problem of research is determined: how to personalize the professional development of teachers (including young teachers) in formal and informal professional development. The purpose of the study is to empirically test the effectiveness of the personalized professional development program for teachers in formal and informal professional development. Methodology. The experimental search work was carried out on the basis of the Information and Methodological Center in Verkhnyaya Salda, Sverdlovsk region in the period 2021–2023. The target audience of the study is young teaching staff. Results. Approbation of the 2022/23 academic year program (compared with the 2021/22 academic year program), personalized education for young teachers of general education organizations was successful, there is an increase in the competence of young teachers in the field of professional activity in comparison with the results of primary diagnostics. Conclusion. The authors note that the process of personalizing the professional development of teachers in formal and informal professional development is effective with the developed program in the aspect of continuous professional personalized education of teachers of general education institutions based on the integration of a system-activity, personally-oriented and environmental approach.