НАУЧНО-МЕТОДИЧЕСКОЕ СОПРОВОЖДЕНИЕ ПЕДАГОГОВ

Abstract

Currently, there is a contradiction between the established traditions of edifying pedagogical mentoring of young teachers and their need for individual scientific and methodological support for the formation of the author's teaching style. The article considers options for scientific and methodological support of teachers: equal age-based cooperation, diverse edifying interaction, equal age-based interaction. It is shown that situations of compatibility, the process of finding a contradiction, observance of the principle of eventuality are important, which will lead to the formation of an author's research handwriting, a style of research activity among the young teachers. The stages of this process are proposed: the stage of reflective familiarization, active imitation, reflective selfknowledge, to form research behavior and author's style, acceptance and presentation of oneself in the new role of researcher/methodologist. Thus, the inevitability of meeting with new traditions, rituals, customs is consistently ensured; the young teacher has performed the first cultural tests of research/methodological behavior; understanding oneself in a new role, exploratory self-determination, and then accepting and presenting oneself in a new role as a researcher/methodist. The process of co-action of a mentor with a young teacher is described: organization of reflection; motivation to independently search for a research task or methodological reception, resources of their own research activities; included observation, readiness to provide pedagogical support, organization of reflection. The functions of the accompanying teacher are shown: facilitation, accompaniment and reflection. The tactics of scientific and methodological support (guardianship, care and protection; mentoring and cooperation; pedagogical assistance, support and real support) in the context of scientific and methodological support. The essence of the scientific and methodological support of teachers is described: creating motivating conditions for the formation of the author's style among teachers, providing various opportunities for professional expression and feeling satisfied with their work. The logic of scientific and methodological support has been clarified: through criticism – to doubt, to acceptance, cultural test, correction and secondary acceptance of oneself; from interaction with a mentor-master-tutor through compatibility and eventuality to independence and scientific and methodological authorship.