Modelling modern qualification upgrade courses for teachers-philologists: from demand to implementation Elaboración de cursos modernos de actualización de calificaciones para profesores-filólogos: de la demanda a su implementación

The article is aimed at researching the possibility of introducing the qualifications upgrade courses for teachers-philologists offering them individual practice-oriented development trajectories based on their level of ambition and evaluation of their performance by independent experts. In our research, we relied on the system-activity approach enriched with the personality-oriented approach to the training of language and literature teachers. Methodologically the research was supported by various theoretical and empirical methods including pedagogical observation, analysis, synthesis and abstracting. This paper provides substantiation for introduction in the design practice of qualifications upgrade courses of a modular principle assuming the right of teachers to choose the course content. In the conclusion, it is shown that the qualifications upgrade course consists of a set of practice-oriented materials, which will allow students to independently plan their learning content by selecting individual components of the program. The paper findings have a practical value for modernization of education and for strengthening the competitiveness of a teacher-philologist through the qualifications upgrade courses.


Introduction
The modern system for upgrading teacher qualifications is one of the corners stone of Russian education and, in our opinion; it is full of plenty of nuances which make it rigid and cumbersome. Meanwhile, teaching is the field of activity, which requires not only continuous selfimprovement and updating of knowledge and skills, but also search for new strategic ways to ensuring high academic results of students, and opportunities for further professional growth of a teacher. The digitalization has actualized the need to move to a new level of professional pedagogical activity, which should ensure the effectiveness of the educational process due to the teachers' possession of modern information and communication technologies (Gozalova, 2019).
Same, qualifications upgrade courses aim to improve the quality of teaching and education management by increasing the teachers' level of practice competency (Lee, Lim and Lai, 2020).
Relevance, social and educational research value of the modern competence-based approach to the continuous improvement of knowledge in the subject area, the ability to design learning process in a modern educational institution in line with the technological requirements and strategic goals present the minimal threshold requirements that are placed today on the basic content of the qualifications upgrade courses for teachers. The design of the content of teacher development courses is based on the principles of professional and practical orientation, multidisciplinarity, the application of a regional context (Tumasheva et al., 2020).
While bearing in mind that a modern teacher is expected to have a substantial pool of knowledge, skills and abilities, the organizers of courses for teachers should unleash the greatest individual potential of each Russian language and literature teacher, develop their competencies and introduce them to innovations. In view of the above, we would like to propose a new content paradigm behind the qualifications upgrade courses for the literature and language teachers: a path from an individual demand to implementation, inter alia by resorting to the online content.
We realize that today modernization of education in Russia reached a new level as attested by the launch and implementation of the Russian Federation State Program "Development of Education" (2018), with one of its key priorities being to ensure access to "a free and ongoing upgrading of professional excellence for the workers engaged in the field of education by means of online training". The materials proposed by us help to handle this challenging task, and we explain on an example how to design the content of modules seen as construction blocks of the program of qualifications upgrade courses for teachers-philologists. Introduction of the system we propose, which offers a possibility to select the content of a program of qualifications upgrade courses, will be an adequate response to the urgent need for a personality-oriented strategy for professional development of a teacher, which not only will match the challenges of our times, but will also become a reinforcement needed by a teacher-philologist to reach their fullest educational potential, setting a strong foundation for each teacher's competitiveness and success in this occupation.
Therefore, the main purpose of the qualifications upgrade courses we propose is to establish a mechanism for building an individual educational trajectory that would offer teachersphilologists a possibility to model the content of qualifications upgrade courses on their own by using the developed online content including a system of interrelated materials targeting certain professional competencies drawing upon multisubject role of Russian language and literature as an educational medium. In view of the above, we tackled the stated objectives as summarized below: 1. A new format has been offered for building and (or) improving the professional competencies of Russian language and literature teachers through a system of modular qualifications upgrade courses delivered online.

A basic model of open-education courses has been created based on the monitoring
results collected by a team of researchers, as part of a system of special distance technologies for upgrading the qualifications of teachers-philologists.
3. Introduction of a new mechanism enabling students to model the content of qualifications upgrade courses on their own has opened the way for building individual educational trajectories with available online content arranged in a single system by course attendants combining the selected modules from different programs.
4. The developed methodological product has undergone partial testing, and a scientific discussion in the research community concerning the use of this product was started by means of publications in the scientific periodicals. Having thoroughly reviewed the materials, we are compelled to note that all proposed changes are concerned either only with the organizational form or the technologies in the learning process and its methodological support. However, no attention is paid to the aspect of content related to introduction of new text samples and proper methods for their study at school.

Methodology
Within this qualitative study we propose a modular structure of qualifications upgrade courses that are universal and aimed to enhance teacher's competencies by applying a personality- oriented development strategy for professional advancement of a teacher that is why a central role belongs to the focus on the potential and self-development of each course attendee.
Therefore, the purpose of this paper is to demonstrate a mechanism for building a qualifications upgrade course for teachers-philologists corresponding to the individual educational trajectory and offering a possibility to model the content of qualifications upgrade courses by using the developed online content including a system of interrelated materials targeting certain professional competencies of a teacher-philologist. Fulfillment of a stated purpose hinges on the below objectives: -To describe the principle of creation of a modular system of qualifications upgrade courses for teachers-philologists; -To demonstrate the content aspect of courses developed and tested by us; -To assess the effectiveness of the system of professional advancement for teachersphilologists proposed by us.

Discussion
Given a high speed of changes in the society, the growing complexity of professional tasks, the need to embrace the innovation mindset, that the professional duty of each modern teacher is not only to ensure the transfer, storage, and use of knowledge, but also to broaden it, we strongly believe that fundamental to implementation of our project is ensuring higher flexibility of personal educational trajectories and wider possibilities of independent choice in the field of occupation, which would unlock the inner potential of each teacher and activate their inner motivation for the most efficient handling of professional tasks. This is consistent with the ideas expressed by Krasnova, and Anisimova (2013) and Ignatieva, and Tulupova (2018), who developed professional development courses for teachers of physics and the teachers of additional professional education physics teachers. Since the program of each qualifications upgrade course represents a set of modules, the course attendant may independently design the content of training by selecting individual components of the course program, along with different approaches to historical-theoretical and methodological materials, going their way from choosing the disciplines to the formats of material presentation. However, here some limitations occur in relation to the choice and ability to do it by the attendants as well as the readiness of the teaching staff to such innovative practices. Both parties should be competent enough to meet each other's expectations. Berkeshchuk, et al. (2020) pointed out that in the context of distance learning for teachersphilologists, problems are caused by the study of new technologies related to speech practice, stylistics, and the creation of texts; the reason for this is the insufficient number of group and heuristic classes, work in pairs, the lack of sufficient speech practice of a high communicative and intellectual level. Thus, on the basis of the results of monitoring that exposed the urgent need to improve certain competencies which are crucial for a modern teacher-philologist to be effective and competent in teaching related to the Russian language as an educational medium, we developed a range of modules within the course program that are universal in their applicability.
For better clarity, we made a chart illustrating how the qualifications upgrade courses for teachersphilologists may be constructed as part of the broader effort to facilitate the use of special distance learning technologies. submodules may also be chosen individually. Moreover, a course attendant is free to choose only one module (submodule), in which case the number of hours to study this single module will be increased accordingly. Each module, in turn, offers variable content. The chart below shows a particular example (Figure 2). Therefore, each part of the qualifications upgrade course modelled by us consists of a set of practice-oriented materials, which will allow students to independently plan their learning content by selecting individual components of the program, which, in turn, will lead to better customization of learning and activate the inner reserves of each teacher using Russian language as an educational medium and having good knowledge of the history and the theory of literature.
The number of modules and submodules may also be chosen individually.
Moreover, a course attendant is free to choose only one module (submodule). In this case, the number of hours to study the content of this module will be increased accordingly. The presented materials of the qualifications upgrade courses in the format as described above were tested at the Mordovian State Pedagogical Institute (presently known as the Mordovian State Pedagogical University named after M. E. Evseviev) in June-November 2020.

Conclusion
A mechanism for building courses discussed herein provides vast possibilities for the course organizers to create such courses and for the trainees to select the module study options suiting them the best. With the help of such courses, their attendees learn how to plan, supplement, improve and assess the quality of their own education. Orientation towards personal choice with Designing forms of assessment of the Russian language learning outcomes in the context of the Federal State Standard of General Education implementing the work anticipated by specification of the proposed training: a trainee chooses the modules first, and only after that, the most suitable technologies, methods and forms.
A modular structure of qualifications upgrade courses is the solution offered due to the program being addressed to the pedagogical workers, who are not only cognizant of rapid changes, interplay and integration of technologies into the traditional system of education, and their becoming the mainstay of education in general (especially when we talk about the distance learning), but are ready to embrace the new pedagogical realities. Keeping this in mind, we developed, described and put into practice a mechanism for building individual educational trajectories providing a practicing teacher-philologist a possibility to independently model the content of qualifications upgrade courses.
The modules that this study proposes are practice-oriented, and their structure addresses the immediate needs of teachers as revealed by the questionnaire survey of the later. The obtained results are convincing that the modular design of qualifications upgrade courses is the best possible reflection of personal preferences and targeted improvement of competencies of Russian language and literature teachers in the context of a new framework for assessing the teacher's performance in their job.