Model for designing individual educational routes for young teachers in additional education

The article is devoted to the presentation of the structural components and approaches to the design of individual educational routes for young teachers. It examines various conditions, forms and mechanisms for designing individual routes. The objective and subjective factors and circumstances are described, on which the choice of an individual educational trajectory of professional development by a young teacher depends. The main conditions for designing an individual educational route for a young teacher are highlighted. Special attention is paid to the consideration of the directions of designing individual educational routes: subject teacher, expert teacher, mentor teacher, teacher-supervisor, teacher-educator.