Professional training of teachers in the context of the product approach: theoretical foundations and practical realities

Abstract

The transition of teacher education from a knowledge-based model to a competency-based model and further to a product-oriented approach intensifies the demand for teachers capable of designing an educational course as a product with a life cycle, metrics, and user value. This shift generates a conflict between the requirements of Federal State Educational Standards and the need for flexible customization of learning for stakeholders. The purpose of the study is to theoretically substantiate the product approach in the professional training of teachers and to empirically test its impact on the development of product-pedagogical and soft competencies, as well as on the early career success of graduates. The empirical base comprises a five-year longitudinal experiment conducted at three federal universities (n = 1845: undergraduate and graduate students, faculty members, and employers), including diagnostic, formative, and control stages. A convergent research design was employed, along with content analysis of curricula and regulatory documents, analysis of digital footprints in LMS environments, in-depth interviews with EdTech experts (n = 45), and an original validated toolkit for diagnosing product competencies (Cronbach’s α = 0.89) incorporating case-based testing, portfolio assessment, and self-diagnosis. Quantitative data were processed in SPSS using descriptive statistics, correlation analysis, ANOVA, and χ² tests. The results demonstrated a significant increase in key competencies in the experimental groups: needs analysis (M = 78.91 vs. 54.32), educational pathway design (82.47 vs. 61.15), work with metrics (71.23 vs. 38.76), and iterative product improvement (76.54 vs. 45.89), along with reduced variability and high statistical significance of differences (p less than 0.001). The engagement index showed a shift from a reactive to a proactive position: the proportion of participants at a high level increased from 12,10% to 49.45%, while remaining almost unchanged in the control groups. Correlation analysis revealed associations between soft skills and employment and income outcomes, with the strongest links observed for entrepreneurial thinking (r = 0.715 with speed of employment; r = 0.789 with income). The discussion interprets the observed effect as a multiplier of classical pedagogical knowledge through a value-creation and feedback cycle and substantiates the need to update curricula, train teacher-mentors, and standardize quality metrics for pedagogical products. It is noted that the direct transfer of business metrics is constrained by delayed outcomes and the social responsibility inherent in pedagogical products; therefore, a combination of economic and humanitarian indicators is proposed. Future prospects are associated with scaling Agile pedagogy modules, developing the startup as a thesis format, and creating support ecosystems for student EdTech projects within teacher education institutions.