Contemporary models of pedagogical support for teachers' professional development through the lens of andragogical approach

The article analyzes contemporary models of pedagogical support for teachers' professional development through the lens of the andragogical approach. In the context of dynamic changes in the education system, which require continuous professional improvement from teachers, the search for effective mechanisms to support their growth becomes particularly relevant. The study examines key principles of adult learning, such as conscious autonomy, practice-oriented approach, actualization of experience, and differentiation, and their implementation in various support models. Special attention is paid to the authors' model of comprehensive support for teachers in developing students' functional reading literacy. This model integrates the diagnosis of professional deficits, individualized learning pathways, and the use of digital technologies, ensuring personalization and flexibility in the professional development process. The mechanisms of the model's implementation are presented, including a diagnostic system, invariant and variable pathways, as well as the integration of formal and non-formal education. The approbation of the model, conducted in 2020-2023 in the Central District of St. Petersburg, confirmed its effectiveness in developing teachers' professional competencies. The results of the study demonstrate a systematic transition from traditional forms of professional development to a personalized model of continuous professional growth based on andragogical principles.

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