Regional Methodological Asset: Approaches to Formation and Provision of Activity
Author(s)
Nadezhda P. Epova, Candidate of Sciences (Psychology), Associate Professor, Associate Professor of Organizational and Applied Psychology Department, https://orcid.org/0009-0006-5790-8863, SPIN-код 2665-4755, Academy of Psychology and Pedagogy, Southern Federal University
13 Nagibina St, Rostov-on-Don, 3440006, Russia, tel: +7 (961) 2969202, This email address is being protected from spambots. You need JavaScript enabled to view it.;
Associate Professor of Pedagogy Department, Rostov State Medical University
29 Nakhichevansky Per, Rostov-on-Don, Russia, 344022, tel:+7 (863) 2504065
Abstract
Introduction. The article substantiates the relevance of studying the processes of the formation of regional methodological assets as new subjects of a unified system of scientific and methodological support for teachers. The purpose of the study is to identify the theoretical and methodological foundations for considering the regional methodological asset as a psychological and pedagogical phenomenon at the current stage of the development of the methodological service and to determine the content of the approach to the formation and provision of its activities.
Materials and Methods. The methodological basis of the study was formed by acmeological, subjective, environmental, and resource approaches, as well as the concept of professional development of the teacher’s personality. Analysis, systematization, generalization, and design were used for the purposes of the study.
Results. As a result of the study, the author considers the methodological asset: 1) as a professional community of teachers providing methodological assistance to colleagues with professional deficiencies, built on the basis of a humanitarian strategy of interpersonal context, ensuring the trust of participants in professional methodological interactions, understanding of the practice of regional methodologists and experience of working with different groups of students; 2) as a professional community of professionals focused on their own continuous development and improvement of professional skills, experiencing a sense of satisfaction when performing mentoring functions and involvement in organizing the professional training of their colleagues; 3) as a psychological and pedagogical phenomenon of the current stage of development of the methodological service, requiring special study from the standpoint of human capital, analysis of acmeological invariants in the structure of professionalism of regional methodologists and identification of the conditions for the formation of their professionalism; 4) as an instrumental and methodological resource for the development of a regional system of scientific and methodological support for teachers, which requires a special approach in terms of organizing, taking into account, creating conditions for development, for example, regulatory and organizational and methodological - concept, regulations, regulations, procedures, etc. The author substantiated the relevance of considering trends in continuing education, digital transformation of education, development of network professional communications of teaching staff , and features of the functioning of existing systems of methodological support for teachers based on the type of distributed networks, which have a significant impact on determining the forms of activity of the methodological asset. The author comes to the conclusion that the methodological asset and its variable network of communications have the properties of generative systems, contribute to the achievement of new scientific and methodological tasks, and can be expanded due to openness and accessibility. The author believes that the idea of a methodological asset can be transferred to other areas, for example, medicine. Similarly organized methodological assets can arise in the medical fi eld and consist of doctors who are capable and ready to provide professional and methodological assistance to their colleagues, as well as use the opportunities of being in the professional community for their own professional and personal development. The author defines the key ideas that form the essence of the approach to the formation and maintenance of the activities of a methodological asset as a “methodological resource” and “human capital of the education system” and draws attention to taking into account the personal resources of teachers, their motivation and the creation of an atmosphere of psychological well-being in the formation and organization of the activity of the asset. The article contains a description of the results of assessing the competencies of teachers who have received the status of a regional methodologist, a description of the composition of the methodological asset and examples of asset profiles in municipalities. The author demonstrates the features of asset formation taking into account regional deficits and reveals promising directions for studying the issue under study.
Keywords: regional methodological asset, regional methodologist, professional community, scientific and methodological support, professional excellence, human capital, methodological resource, digital platforms for professional communications
For citation: Epova N. P. Regional Methodological Asset: Approaches to Formation and Provision of Activity. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (1): pp. 104-122 (In Rus.). DOI: https://doi.org/10.32343/2409-5052-2024-18-1-104-122
DOI: https://doi.org/10.32343/2409-5052-2024-18-1-104-122
UDС: 37.08
The article was submitted to the editorial office on 15.01.2024, approved after review on 18.02.2024, and accepted for publication on 23.02.2024