The article is devoted to the study of approaches and technologies for setting professional development goals for teachers in the post-course period. Clear goal-setting plays a key role in ensuring conscious professional development directed by the teachers themselves. Aim: to search for tools that enable teachers to design a personalized professional development program in the post-course period based on goal-setting. The authors used survey methods and content analysis to assess the quantitative characteristics of the collected material, to identify features in setting professional development goals, and changes in their formulation. A survey of 21,681 teachers was conducted to determine their educational needs and their conscious attitude towards professional development in the post-course period. To test the methodology associated with the use of a specially developed tool for designing a personalized program, 84 teachers were involved voluntarily. The results made it possible to justify an innovative solution to the problem of designing a personalized professional development program based on the definition of specific, achievable goals in the form of a patentable utility model. Its applicability as a self-configurable constructor due to the personalized visual configuration of the set elements demonstrates its potential use when new requirements for teacher qualifications and competencies.
Ibragimova et al. (Fri,) studied this question.
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