I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

approaches, professional development, benchmarking technology, university-teachers, higher school

The article provides the comparative analysis of the systems of teachers’ professional development in China and Japan by means of benchmarking technology. The relevance of article is due to the search of ways of enhancing teachers’ professional development with the help of international experience to determine the potential for its adoption into Russian practice. The article reveals the differences between typical benchmarking and educational benchmarking: in the process of benchmarking in education while transferring positive experience the results may differ from the educational organization-model. The author revealed the features of the two approaches in the organization of systems of teachers’ professional development taking into account the features of teaching activity in the explored countries; considered the typology of systems of professional development in Japan and China taking into account the specifics of the higher education systems, features of teachers’ professional development, and social status of the profession in the presented countries. It is proved that the systems of teachers’ professional development in the countries of the Asian region have general characteristics, and are based on a unified algorithm of “cultivating” teachers. The author also provides some recommendations for the implementation of teaching in China and Japan into the Russian practice. The article is intended for research scientists in the field of professional development, and practicing teachers.

Кац Александра Семеновна – кандидат педагогических наук, старший научный сотрудник лаборатории Когнитивной педагогики и цифровизации образования Института педагогики, психологии и социальных проблем, г. Казань, Россия, https://orcid.org/0000-0002-8888-9793, cats.schura@yandex.ru