Reflective-creative technology for internal corporate training of teachers of psychological and pedagogical classes

The research problem and the rationale for its relevance. The research problem stems from the current challenges in specialized psychologicalpedagogical classes as the first stage of continuous teacher education. A key issue is the insufficient preparedness of university and college instructors to deliver pre-professional pedagogical training to school students. This manifests in difficulties selecting age-appropriate didactic methods for high school students, adapting psychologicalpedagogical materials to learners' developmental stages, and consequently, low instructor satisfaction when working with such classes. The situation is further complicated by plans for early career orientation, extending these classes to grades 6–9 rather than just 10–11. These challenges highlight the need for internal corporate training that enables educators to reflect on their professional experience, recognize existing competencies, and develop new creative teaching skills. The goal of research is to develop and test reflective- creative technology for internal corporate training of instructors working with psychologicalpedagogical classes. Methodologically, the research integrates system- activity, information-activation, and emotional- value approaches with principles of reflective creativity psychology. The three-stage training technology includes: (1) enhancing motivation through discussions about modern students' career aspirations and regional success stories of psychological- pedagogical classes, while addressing instructors' concerns; (2) developing new teaching competencies using animated series and fantasy narratives as methodological tools; (3) designing curriculum content with continuous fairy-tale storytelling elements. Results. Implemented at Voronezh State Pedagogical University during 2024–2025, the technology demonstrated effectiveness for broad application. The research contributes novel elements: (a) refined conceptualization of “pedagogical technology”; (b) an original theoretical framework combining system-activity, information-activation, and emotional-value approaches with reflectivecreative psychology. Theoretical significance includes: (a) expanded understanding of professional development trajectories for psychological-pedagogical class instructors; (b) demonstrated potential of folkloric and literary narratives for specialized class instruction. Practically, the developed reflective-creative technology offers value for: (a) advanced training programs at professional development institutes; (b) instructors across various specialized class formats seeking innovative methodologies.