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DOI: 10.15507/1991-9468.030.202601.096-114

UDC 377

 

National Values and Professional Development of Teachers: Challenges and Solutions

Maksim A. Kоstenko
Cand.Sci. (Sociol.), Associate Professor, Institute of Content and Methods of Education (16 Zhukovskogo St., Moscow 101000, Russian Federation), ORCID: https://orcid.org/0009-0001-9682-9387, SPIN-code: 3864-3395, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract
Introduction. Teachers play a leading role in shaping national values among schoolchildren, and the system of continuing professional pedagogical education is becoming one of the main tools for addressing new professional challenges. However, there is a discrepancy between the state’s demand for instilling values in schoolchildren and the insufficient adaptability of the continuing professional pedagogical education system to address this issue. The aim of this study is to identify systemic deficiencies in the organization and content of teacher training in the context of developing national values, and to develop an organizational and substantive model of continuing professional pedagogical education focused on developing teachers’ value-based professional competencies.
Materials and Methods. The methodological foundation of the research was based on the systemic, axiological, and competency-based approaches. The empirical base comprised an analysis of publications in the RSCI database (Russian Science Citation Index) from 2022 onwards; a corpus of regulatory, legal, and conceptual documents; a body of programs from the Federal Register of Continuing Professional Pedagogical Education; and open analytical reports on the results of diagnosing teachers’ subject competencies.
Results. It was established that programs with pronounced value content constitute a small proportion, and their subject matter is skewed towards organizational and methodological aspects. A thematic imbalance in continuing professional pedagogical education programs and their weak regional representation were identified. Lexical analysis showed a dominance of abstract-theoretical and controlling rhetoric, coupled with a deficit of practice-oriented and reflexive vocabulary. As a solution, an integrative organizational and content model for continuing professional pedagogical education was proposed, based on the synthesis of the Concept of a Unified Federal System of Scientific and Methodological Support and the Core of Continuing Professional Pedagogical Education. The necessity for transitioning from fragmented and declarative professional development to an integrated axiological model of continuing professional pedagogical education was substantiated.
Discussion and Conclusion. The proposed model is viewed as a theoretically and empirically validated tool for transforming continuing professional pedagogical education into a mechanism for implementing state value policy and shaping the professional and value-based stance of the teacher. The article contributes to the development of the theory and practice of professional pedagogical education by offering a scientifically grounded mechanism for the transformation of continuing professional pedagogical education. The research materials can be utilized by regional educational development institutes, pedagogical universities, methodological services, and expert communities in developing programs, conducting professional and public expertise of continuing professional pedagogical education, as well as within the system for training educational management personnel.

Keywords: national values, additional professional pedagogical education, state regulation of professional development, axiological approach, value-semantic orientations of education, Core of additional professional pedagogical education

Conflict of interest: The author declares no conflict of interest.

For citation: Kostenko M.A. National Values and Professional Development of Teachers: Challenges and Solutions. Integration of Education. 2026;30(1):96–114. https://doi.org/10.15507/1991-9468.030.202601.096-114

Availability of data and materials. The datasets used and/or analysed during the current study are available from the authors on reasonable request.

The author has read and approved the final manuscript.

Submitted 23.10.2025;
revised 09.12.2025;
accepted 16.12.2025.

 

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