This article analyzes the organizational and methodological mechanisms that support the activity of teaching staff after in-service (professional development) courses within the system of their continuous professional development. Drawing on a systemic, structural–functional approach, the study substantiates the need to transform short-term courses from one-off events into an integrated system, to institutionalize post-course methodological support, and to ensure effectiveness through a feedback mechanism. The article describes a multi-level structure that links the republican, regional, district (city) and institutional levels, and details the functions of its base institutions - the modern educational institution, the school of methodologist teachers, the institution of methodologist mentors, and the innovative experimental institution. It is shown that continuous monitoring and feedback constitute the central mechanism of the system, and that the proposed model is consistent with contemporary international approaches to effective professional development.
Organizational and Methodological Mechanisms of Post-Course Support in The Continuous Professional Development of Teaching Staff
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