Methodological bases for solving the problem of formation of a cadet education teacher

Contemporary societal changes have transformed the role of the cadet corps teacher. They no longer simply impart knowledge, but also organize an educational environment that fosters the cadets’ personal and intellectual potential. Their key tasks include providing competent leadership, building a cohesive team, and enriching their lives with meaningful activities. This study used general scientific methods, including analysis, systematization, and synthesis of theoretical data from scientific sources, that provided comprehensive examination of approaches and principles for development of cadet education teachers. The study substantiates the choice of methodological approaches to development of cadet education teachers: axiological, humanistic, systemic, process-based, competency-based, event-environmental, and deficit- resource-based. Each approach is meaningfully interpreted in relation to the process of professional development of cadet education teachers. The article also substantiates new methodological principles that reveal the process of teacher development as a value-based and semantic adaptation to professional activities in an event-rich, militarized cadet educational environment. These principles include the historical determinacy of cadet educators’ activities; consideration of the diversity of the actual basic training of teachers and officer educators; mentalization of teachers’ activities; and the integration of civilian and military society. Dissemination of the methodological approaches and principles of professional development of cadet educators substantiated in the article will give the opportunity of the generalization of successful pedagogical practices applied in cadet educational institutions. This will ensure their accessibility to specialists, increase the effectiveness of teachers professional development.

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