Provision of high-quality training to children regardless of their place of residence is a constant challenge in the modern world. One of the essentialrequirements for a better quality of education is teacher growth. Providing methodological support for teaching staff as part of their advanced training is becoming an integral part of teacher development. Educational activities in the nomadic context present many factors and challenges differing from those in kindergartens and schools located outside of nomad areas. This paper shows research results relating to advanced teacher training intended specifically for teachers working in nomadic educational institutions. Research studies on teacher development and advance training have provided a theoretical framework for the present article based on the results of a research study which has been conducted in four Russian regions inhabited by the indigenous minorities of Russia’s North, Siberia and Far East and operating nomadic kindergartens and schools. The data obtained have contributed to the development of a complementary advanced training program for education managers and teachers working in nomadic environments, taking account of the specific nature of teacher activities in the nomadic context and aimed to create necessary conditions for teachers’ professional growth.

nomadic pre-school and general education institutions, advanced training.