Advanced professional training for teachers: agile and scrum methodologies

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The research problem and the rationale for its relevance. The article is devoted to the use of flexible methodologies in the system of additional professional education for teachers. Education does not always respond quickly to the changing demands of the labor market, society, and new demands of young people. Scrum and Agile are popular in many industries because of their modern tools and innovative approaches. The demand for project activities and teamwork in training dictates the demand for appropriate training of teachers. Flexible methodologies enhance the effectiveness of project management. The goal of research is to identify the potential of Agile and Scrum methodologies for advanced training for teachers. Methodology (materials and methods). The theoretical and methodological basis for achieving the goal was the theoretical analysis of information (scientific articles, websites of large companies, databases), clarification of concepts and distinctions of different approaches, understanding Scrum and Agile in the context of teaching teachers and schoolchildren, testing them, surveys, observations, conversations. Results. The core components of the Agile and Scrum methodologies are analyzed. Agile values and principles are adapted to educational goals. The differences between Agile, Scrum, Kanban are argued. Scrum rituals (planning meetings, startups, product demonstration, retrospective), roles (product owner, scrum-master, team members), sprints, artifacts (combustion diagrams, lists, product, scrum-boards) highlighted and characterized. Services that support flexible methodologies have been selected. The specifics and productivity of Agile and Scrum in the process of mastering additional professional programs are justified. The strengths and weaknesses of Agile and Scrum, potential opportunities and risks for teaching staff are analyzed. The results of the audience surveys are summarized. The theoretical significance consists in enriching andragogy with the latest methodologies. The scientific novelty of the study is represented by the methodological characteristics of the process of using Agile and Scrum in the advanced training for teachers. The practical significance of the article lies in the possibility of applying the proposed approaches in the system of additional professional education of teaching staff. Conclusion. The expediency of professional development using Agile and Scrum has been confirmed. The prospects and high developing potential of this innovation have been proven.

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Advanced training, project, team, agile, scrum, teacher, flexible methodologies, tool

Короткий адрес: https://sciup.org/140296486

IDR: 140296486

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