EDUCATIONAL REQUESTS OF TEACHERS IN CONDITIONS OF INTRODUCING THE PROFESSIONAL STANDARD
Problem and purpose. The article is devoted to the analysis of the problem of teachers, educational requests, orientation to the system of additional vocational education (advanced training). The purpose is to identify the compliance of educational requests with the requirements of the teacher,s professional standard on the performance of basic labor functions and actions. Materials and methods. As an empirical basis for the study, we used data from a partially standardized (combination of closed, semi-open and open questions) questionnaire online survey with automated processing of results. The sample of 1335 teachers of educational institutions of general secondary education from 7 cities and 12 municipal districts of the Krasnoyarsk Territory, differing in pedagogical experience and qualification categories, is qualified as a representative sample of the general set of teachers of the region, taking into account the error of 3 %. In addition, a content analysis of municipal agreements for the development of teachers in the Krasnoyarsk Territory was made. Results. Two extreme groups of educators have been singled out: the first group included teachers who are ready to learn “everything” (mostly young teachers with experience from 0 to 5 years), the second one wanted to learn “nothing” (teachers with experience from 16 and above, mostly having the first qualification category and living in cities), 2% of this type happened to be in each group. The rest of the teachers turned out to be in demand at the advanced training courses (in descending order) on the subject: FSES, the new and the modern, teaching methods, subject content, practice, preparation for BSE and USE, solving high-level problems, regional control works in grade 4; the subject related to information and communication technologies, interactive equipment, digital educational resources and their use in the process of teaching students; inclusive education and gifted children; own professional development, psychology issues. The identity of the results obtained by various research methods such as a questionnaire, a freely constructed answer and content analysis of municipal agreements for the advanced training of teachers of the Krasnoyarsk Territory was recorded. Conclusions. The request for advanced training on the general pedagogical function “Training” is priority; educational requests for the implementation of the labor function “Developing Activity” are less represented; the labor actions of the labor function “Educational Activity” are practically not represented in educational requests of teachers.