Federal projects in the education sphere as target reference points for designing the content of advanced training content designing of teaching staff in the Chelyabinsk region

The research problem and the rationale for its relevance. The article discusses the problem of designing the content of advanced training of teaching staff in accordance with the target reference points of federal projects in the field of education. The article reveals the content and organizational and pedagogical features of additional professional education of teaching staff in the Chelyabinsk region. It is emphasized that the quality and effectiveness of professional activity of teaching staff is assessed in terms of readiness to solve specific management and pedagogical tasks set by the state. The necessity to improve teachers' readiness to work in changing conditions is actualized, the significance of flexible approach to the renewal of the content of additional education and forms of its implementation is substantiated. The goal of the research is set, which involves the development and theoretical substantiation of pedagogical principles of designing the content of advanced training of teaching staff in accordance with the federal projects in the education system. The analysis of scientific literature shows the variety of methods of formal and non-formal advanced training of teaching staff used in the system of additional professional education, the lack of unified approaches and rules in determining its content. It emphasizes the importance of taking into account the provisions of the state educational policy in designing the content of advanced training of teaching staff. The methodological basis of the research is the conceptual provisions of the andragogical approach, on the basis of which the content of advanced training is built, based on the needs and professional difficulties of teaching staff and supported by the targets of federal projects in the field of education. The result of the research is expressed in the theoretical generalization and scientific substantiation of unified approaches to the design of advanced training content. The principles of implementation of this process, in accordance with which the design of programs for teachers in the Chelyabinsk region is carried out, are indicated. They assume the unity of state guidelines in the sphere of general education and individual educational needs of teaching staff, a comprehensive assessment of professional qualifications of teaching staff, a combination of practical significance and multitasking of advanced training content, the use of effective regional pedagogical practices. The scientific novelty of the research consists in the characterization of the principles of designing the content of advanced training, coordinated with the leading state guidelines, federal projects in the field of education. The theoretical significance of the research is expressed in the updating of theoretical foundations underlying the development of directions, content and forms of continuous development of teaching staff, formal and non-formal education of specialists in the pedagogical sphere. The practical significance of the publication consists in the fact that these principles can serve as a basis for designing programs of advanced training of teaching staff in other regions of the Russian Federation. The principles and their content are flexible, complementary, meet the targets of the federal projects developed in accordance with the key directions of development of the sovereign education system.