Methodological foundations for designing a meta-strategy for the development of teachers' professional creative activity

the article is devoted to the development of methodological foundations for designing complex systems of teachers' professional development. In the context of information diversity and shifting educational paradigms, there is a growing need for teachers with a high level of professional creative activity. However, existing professional development programs are often fragmented due to the lack of a unified, scientifically grounded methodology for their design. The purpose of the article is to develop and theoretically substantiate a methodology for designing a meta-strategy for the development of teachers' professional creative activity, which can serve as an instrumental basis for educational program creators. Research methods include theoretical analysis and synthesis, paradigm analysis, and the method of conceptual modeling and design. The research results present a holistic methodology comprising three key components. Firstly, a system of design principles, such as the principle of integrativity (synthesis of axiological, activity-based, and competency-based approaches), anthropocentricity (focus on self-development and minimization of destabilizing factors), systematicity, contextuality, and predictability. Secondly, a structural model of the design object—the meta-strategy itself—which is presented as a hierarchical unity of three levels: an axiological foundation (values and meanings), a personal-activity core (subjectivity and reflection), and a competency structure (practical skills and technologies). Thirdly, a technological model of the design process, describing the sequence of the developer's work stages: from diagnostic-conceptual analysis to reflective-expert evaluation of the created program. It is concluded that the proposed methodology allows for a transition from intuitive and eclectic creation of professional development programs to their systematic, scientifically grounded construction, ensuring integrity and effectiveness in shaping an innovative teacher.

design methodology, meta-strategy, professional creative activity, information diversity, pedagogical design, systemic approach, axiological approach, competency-based approach, teacher's self-development, educational paradigms