UDC 378.147.34:78(470.26)

Sklyarova T.V.¹ (Moscow, Russian Federation) – tsklyarova@mail.ru; Domanitskaia N.V.² (Kaliningrad, Russian Federation) – domanickaja@mail.ru

¹Moscow Pedagogical State University

²Palace of Culture of Railway Workers, Kaliningrad Railway – a branch of JSC Russian Railways

Abstract. The article presents a model for organizing additional professional education for music teachers in the Kaliningrad region, developed taking into account the unique specifics of the only exclave region of the Russian Federation. The relevance of the study is determined by the contradiction between the objective need of the region’s music education system for training teachers capable of working effectively in unique socio-cultural, geopolitical and economic conditions, and the lack of scientifically substantiated models, content and technologies of additional professional education that take into account regional specifics. Based on a historical and pedagogical analysis of the formation of music education in the region from 1946 to the present, a stable dynamics of staffing challenges has been identified, actualizing the need for a systematic renewal of the content and technologies of additional professional education. The proposed model integrates three key components: target groups of music teachers (teachers in the field of musical art and teachers of additional music education), forms of organizing the educational process (formal, non-formal and informal learning) and implementation mechanisms (social partnership, networking, digitalization). The technologies of additional professional education for music teachers developed on the basis of the model were tested in the period from 2023 to 2025 in additional professional education programs and included: compensation for methodological deficits through network forms of professional development; integration of social partnership and corporate resources; inclusion of the regional historical and cultural component; remote support for professional development. Empirical approbation of the model confirmed its effectiveness (n=99): 95.35 % of participants in the experimental stage of the study noted a positive impact on the professional competence of music teachers and heads of music education institutions, 97.67 % highly appreciated the inclusion of regional specifics in additional professional education programs. The proposed model can be replicated in other regions with similar socio-cultural and geographical characteristics.

Keywords: additional professional education, music teachers, regional specifics of education content, exclave region, model of additional professional education, social partnership, networking, digitalization of education.

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For citation: Sklyarova, T. V., & Domanitskaya, N. V. (2026). A model of continuing professional education for music educators in the Kaliningrad region. CITISE, 3, 383-394.(In Russian).