Development of scientific and methodological support for continuous professional development of teachers as a task of an institution of additional professional education

The research problem and the rationale for its relevance. The article discusses the features of scientific and methodological support for the continuous professional development of teachers. Traditionally, this activity is carried out by methodological services at the regional or municipal level. However, a clearly expressed effectiveness of the quality from the efforts made is most often not recorded. Researchers propose considering the issue of scientific and methodological support for the continuous professional development of pedagogical workers simultaneously with advanced training. Given the shortterm and episodic nature of this process, it is important to utilize the resources of formal, nonformal, and informal adult education. The goal of the research is to determine the prospects for the development of scientific and methodological support for the continuous professional development of teachers in the context of the possibilities of formal, non-formal, and informal adult education. The research objectives include: analyzing the results of many years of implementation of the program of scientific and methodological support for the implementation of the Federal State Educational Standard of general education by specialists of the regional institute of advanced training; systematizing the difficulties of this activity; theoretical justification of the model for further development of a process that is significant for the region. The research methodology is based on andragogical, personality-oriented, and competencybased approaches and takes into account the ideas of environmental and systemic approaches. The first of the approaches allows the use of the principles of adult learning, the second contributes to focusing attention on the personal experience of the teacher and involving him in productive interaction with colleagues in a comfortable format, the third serves as the basis for the development of substantive and procedural aspects of scientific and methodological support for the continuous professional development of teachers. Results. The contribution to the theory of pedagogy consists in determining the possibilities of formal, non-formal, and informal adult education in solving a significant number of tasks of professional development of a teacher. The practical significance of the research lies in the preparation of sound methodological recommendations and didactic materials to ensure the continuity of the professional development of teachers.