Rushana R. Anamova, Cand. Sc. (Engineering), Docent, Head of the Department of Educational and Methodological support of Additional Professional Education, MAI (NRU), e-mail: anamova.rushana@yandex.ru

Olga S. Tarasenko, Director of the Center for Advanced Training of Scientific and Pedagogical Workers, MAI (NRU), e-mail: ipk_tos@mai.ru

Yulia A. Terekhina, Assistant to the Head of the Department of Additional Professional Education, MAI (NRU), e-mail: terekhinaya@mai.ru

 

The experience of the Moscow Aviation Institute in terms of advanced training of higher school teachers as part of the implementation of the strategy for the exchange of experience with universities of related fields of training is described. The basic principles of the formation of a bank of professional development programs, the methodology for developing the content of programs, and the main aspects of the organization of training are described. The preferred form of training for advanced training of teachers has been identified — full-time and part-time with the use of e-learning and distance learning technologies. The mechanism of orientation of the content of teacher training programs to the requirements of the Unified Qualification Directory of positions of managers, specialists and employees (EXD) through the formulation of knowledge and skills, competencies based on it, as well as the mechanism of using a modular approach in the formation of the content of the program, which allows to introduce variability and create an individual learning trajectory for teachers. The statistics of the training of internal and external teachers over the past 3–4 years at the Moscow Aviation Institute on the quantitative composition and the most popular subjects of training are presented. The positive role of the Priority–2030 program in the formation and development of the strategy was noted. Based on the experience of the Moscow Aviation Institute, the advantages provided by the strategy, the difficulties that have to be overcome in the process of its implementation, as well as possible prospects are formulated.

Keywords: advanced training, university teacher, additional professional program, competence approach, modular principle, teaching methodology, professional standard, qualification handbook, Priority–2030

 

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