Best practices of regional innovative sites in continuing professional education content of teachers

Innovative activities in education contribute to the improvement and creation of fundamentally new organizational and pedagogical practices. Institutions supporting educational development provide organizational support for innovative infrastructure and promote the creation of an innovative environment that enables the dissemination of outcomes from innovative sites. One effective way to disseminate experiences gained at regional innovative sites is through incorporating them into the content of continuing professional development programs for teachers. The article aims to justify and develop principles for conceptualizing and incorporating the best practices of regional innovative sites within the framework of continuing professional education content and teacher training practice. The methodological basis of the research lies in the concept of pedagogical experience conceptualization. Methods of analysis of regulatory and legal foundations of pedagogical activity and literature, design of pedagogical principles, and systematization of formal and informal teacher professional development practices were applied. The author identified the principles to conceptualize and integrate the best practices of regional innovative sites into continuing professional education content for teachers These principles include: relevance to priority tasks of state policy in education; systematic representation of innovative experience; reliance on best practices grounded in psychological and pedagogical knowledge. The author argues that these principles can support efforts to address key objectives of state policy in general education, and serve as a foundation for updating continuing professional education content by systematizing and presenting pedagogical experience based on psychological- pedagogical knowledge proven to be effective in educational practice. An approach to disseminating the best practices of regional innovative sites was described, based on utilizing both formal and informal continuing professional education resources. The implementation of this approach within the educational system of Chelyabinsk region was outlined. The presented principles and practices of organizing formal and informal teacher professional development can be used to design continuing professional programs to ensure their practical orientation. The obtained results and conclusions may be applied in the process of scientific and methodological support for the activities of regional innovative sites.