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PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR FORMING A POSITIVE SELF-CONCEPT OF ADOLESCENTS // Pedagogical Review. 2021. Issue 4 (38). P. 229-235

The necessity of increasing the personal success of schoolchildren is actualized. The significance of the formation of personal learning outcomes in adolescents in the learning process is substantiated. The definition of «self-concept» is given and the expediency of forming a positive image of self in adolescents is highlighted. The aim is to describe the effectiveness of psychological and pedagogical conditions for the formation of a positive «self-concept» of schoolchildren on the example of the experience of the scientific-applied project. Three psychological and pedagogical conditions are characterized. It involves the development of extracurricular activity courses, the inclusion of schoolchildren in the cadet movement, and assistance to teachers in developing the readiness to form a positive «selfconcept » of children in the basic school. The experience of the general educational organization that implements these conditions is described. The results of primary and repeated diagnostics of formation of personal educational results of teenage students are given. The conclusion about the effectiveness of the psychological and pedagogical conditions is made on the basis of the revealed dynamics of schoolchildren development. Theoretical value of the study is expressed in the enrichment of scientific research proposed psychological and pedagogical conditions. The practical significance of the article lies in the possibility of implementing these conditions in the practice of most general educational organizations of the Russian Federation.

Keywords: psychological and pedagogical conditions, positive self-concept, general educational organization, courses of extracurricular activities, cadet movement, training of teachers

USING THE KNOWLEDGE EXCHANGE METHOD IN THE DEVELOPMENT OF CREATIVE THINKING OF TEACHERS OF GENERAL EDUCATIONAL ORGANIZATIONS // Pedagogical Review. 2022. Issue 2 (42). P. 56-64

The necessity of teachers’ training in the formation and assessment of functional literacy is actualized. It highlights such a direction as creative thinking. The importance of the development of creative thinking in teachers is argued. The methods for developing creativity in adult learners are reviewed and the use of knowledge exchange is suggested. The aim is to describe the application of knowledge exchange in the development of creative thinking in teachers. Five content lines for the development of teachers’ creative thinking at the advanced training and retraining courses are identified: a) actualization of the problem of teachers’ creative thinking in accordance with the requirements of state educational policy; b) assistance in research of teachers’ creative potential; c) analysis of psychological and pedagogical conditions for the development of personality creativity; d) discussion of digital educational platforms to identify effective means of developing creativity; e) conducting a group reflection on existing means of developing creative thinking and ways of exchanging knowledge among teachers. The experience of their implementation in the institution of additional professional education of teachers is described. The results of the effectiveness of the implementation of these content lines are presented. The theoretical value of the study is expressed in the enrichment of the andragogical approach by the method of knowledge exchange. The practical significance of the article lies in the possibility of implementing these lines for the development of teachers’ creative thinking in the institution of additional professional education.

Keywords: knowledge exchange method, development of creative thinking, teachers, general education organizations, advanced training courses, functional literacy, digital resources

Using the case method to intensify the exchange of knowledge between teachers // Pedagogical Review. 2023. Issue 3 (49). P. 101-108

The expediency of continuous professional development of teachers is updated, it is recommended to implement training in practice-oriented forms. The expediency of organizing the exchange of knowledge between teachers is indicated, their difficulties in this process are noted. It is recommended to use the case method to intensify the exchange of knowledge between teachers. A review of scientific research is carried out, revealing the prospects for the use of the case method in advanced training of teachers. A goal is set that involves describing the use of the case method to intensify the exchange of knowledge between teachers in a general education organization. There are three categories of cases recommended for research and solution by teachers of educational organizations: a) cases that reveal the features of the formation of functional literacy of students; b) cases showing the nature of the implementation of educational work with modern schoolchildren; c) cases aimed at assisting teachers in mastering the psychological and pedagogical knowledge of teachers in preventive work with difficult contingents of students. The content of each group is described, an algorithm for solving cases aimed at expanding the psychological and pedagogical knowledge of teachers in institutions of additional professional education is proposed. The theoretical value of the study lies in the description of the methods of continuous training of teachers, enriching the possibilities of continuous education of teaching staff. The practical significance of the article lies in the characterization of cases that ensure the intensification of the professional interaction of teachers, both within the framework of intraorganizational training and in the system of advanced training of teaching staff.

Keywords: case method, intensification of knowledge exchange, general educational organization, intraorganizational training, advanced training, teachers, institutions of additional professional education