Substantive features of personification of professional formation and development of teachers of advanced training institutes

The research problem and the rationale for its relevance. The relevance of the research is determined by the need to improve the quality of training for students through improving the professionalism of teachers of institutions for advanced training. Personification in education is one of the conditions for humane and personality-oriented education; therefore it can be used in determining the directions of professional development of both young and more experienced teachers. Teachers from the institutes of advanced training for employees of the Ministry of Internal Affairs of Russia bear a serious responsibility for training employees of the internal affairs bodies that ensure the safety of Russian citizens. The goal of research is to describe the meaningful features of the personification of professional formation and development of teachers of advanced training institutes for employees of the Ministry of Internal Affairs of Russia. A review of scientific works is conducted, indicating the need to search for features of personification of teachers of the advanced training system, especially in the system of the Ministry of Internal Affairs. The methodological basis is the position of E. N. Gusinsky about self-organizing systems, according to which the personality of a mature person itself determines the directions of its formation and improvement. Based on this, the conditions created for its development must correlate with internal needs. The analytical method was used as the leading research method. The results obtained are characterized by the description of external and internal factors that serve as guidelines for the content features of the personalization of teachers at the institutes of professional development of the Russian Interior Ministry staff. External factors include the need to take into account the state educational policy and those tasks that are important for teachers to implement within their authority, the mastery and application of andragogical approach in education and the emphasis on the subject matter of professional activity. The internal factors include: improvement of communication in different spheres and in actual directions; increase of personal and professional mobility, as well as development of scientific culture of teachers in the direction of conceptualization and popularization of scientific knowledge. The scientific novelty of the research is determined by identifying the content features of personalization in the professional development of teachers of the system of professional development of the Ministry of Internal Affairs of Russia based on the methodology of self-organizing systems. The practical significance of the work is determined by a complex of integrated external and internal factors, which are the basis for determining the content of the personalized programs of professional development of teachers of the education system of specialists of the Ministry of Internal Affairs.