Methodology and technology of the problem-centered model of educational process in the system of teachers professional development

The article discusses methodological importance of the use of complementary approaches to the educational process construction and reveals the experience in innovative conversion of supplementary professional development courses for teachers. The author relies on years of personal experience in scientific research and practice. The succession of strategies and models of educational process organization are important to ensure the continuity of professional development. They must be implemented in a single axiological context involving the potential of andragogical and praxeological approaches. The article shows how the problem-centered model of supplementary professional teachers development courses differs from the traditional modular one. The author reveals the logic of implementation of the problem-centered approach to the organization of the supplementary professional training on the example of a particular training course programme for preschool teachers. In the problem-centered model educational theory and teaching practice concentrically (by rings) cover the actual problem and consistently reveal it on the basis of the concepts of key science for a specific «ring». Each «ring» is composed of a set of didactic units of a certain area of knowledge, reflecting psycho-pedagogical, psychological, socio-pedagogical, logopedic, managerial, organizational and methodological views on the problem and its possible solutions from the position of presented disciplines. The purpose and the result of the course is the nearest approach of trainees to the optimal professional problems solutions on the basis of their theoretical understanding.