The article deals with theoretical framework for developing a methodology aimed to enhance teacher intentionality in the process of advanced training. It argues for the relevance of studying pedagogical intentionality as a crucial aspect of a modern teacher's professionalism and describes seven theoretical approaches to designing a methodology. The activity-based approach highlights the significance of competence models in setting pedagogical goals and emphasizes the need for figurative modeling processes. The personal approach considers the teacher's attitude towards students as self-valuable developing individuals and suggests the use of interpretation, self-presentation, and reflection methods in educational activities. The phenomenological approach advocates for the use of intent analysis methods and pedagogical hermeneutics. The competence-based approach focuses on the productivity of teachers' educational activities in designing the methodology. The andragogical approach is implemented through project-based learning and modular technologies, which allow for individual learning trajectories to be observed. The environmental approach justifies the use of digital technologies in advanced training. Finally, the network approach emphasizes the importance of utilizing web applications for collaborative educational and pedagogical activities in the context of teacher training programs.
eacher, intentionality, orientation, professional development, development, methods
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