Increasing teachers' motivation for continuous professional development in the context of the federal project “Teacher of the future”

The research problem and the rationale for its relevance. The analysis of psychological and pedagogical literature by the authors allowed to highlight the research problem. It is associated with the insufficient teachers' willingness to form students' “soft skills” in the general education system in the context of the main provisions of the concepts of teaching subjects. In addition, the identified problem is aggravated by the fact that teachers of general educational organizations are not sufficiently motivated to pursue their own professional development in terms of “soft skills” mastery, and educational institutions of additional professional education do not have the practice of additional professional programs' implementation or other short-term activities (activities) on this issue . This thesis was fundamental to the study. The authors suggested that when additional professional programs were implemented, it was necessary to use project management technology as a means of the teachers' motivation increasing of educational institutions to their continuous professional development in terms of “soft skills” mastery. Methodology (materials and methods). The leading research methods were theoretical analysis of psychological and pedagogical research and the situation's modeling. The results of a theoretical analysis of the publications allowed the authors to ascertain the existence of a wide range of approaches to the interpretation of the concept of “soft skills”, to understand the structure of this concept. Because the set of such competencies in the literature remains quite stable, the authors modeled the processes of the teachers' motivation increasing of educational institutions to their continuous professional development in terms of “soft skills” mastery. For this purpose, the program of the modular course “Project Management of Teachers' Continuous Professional Development” was developed and implemented. The technology for the implementation of the modular course program was presented, with emphasis on the project assignment as a key component which was characterized its effectiveness. The results and effects of the implementation of the modular course program are described, which confirmed the conclusion about the novelty, theoretical and practical significance of the study.