Professional Development of Teachers of Higher Education Institutions in the Context of Non-Formal and Informal Education: Innovative Practices

The article analyzes innovative practices of professional development of higher education teachers in non-formal and informal education. The relevance of the problem under study is substantiated in the context of instability and uncertainty. It is emphasized that the continuous professional development of research and teaching staff of higher education institutions is an important component of the professionalization of teaching staff in the field of adult education. It is substantiated that non-formal and informal components of education contribute to the professional development of teachers. The essence of innovations as a tool for the professionalization of teachers in the context of non-formal and informal education, which contribute to professional development, is analyzed. The innovations developed at the theoretical and practical levels of scientific research are characterized. The analysis of individual innovations aimed at promoting the professional development of pedagogical and scientific and pedagogical staff of higher education institutions (on the example of the initiatives of the Department of Andragogy of the Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine) is carried out. The expediency of expanding the network of centers of andragogical teaching excellence is actualized. Attention is focused, in particular, on the testing of author's trainings and professional development programs, the educational initiative «Corporate Training Cluster», the creation of virtual project teams, the development and implementation of thematic video content, and the testing of scientific and methodological support for the professionalization of andragogues. The significance of the proposed innovations for the professional development of university teachers is outlined and the feasibility of their further implementation in non-formal and informal education is substantiated.