НАУЧНО-ПЕДАГОГИЧЕСКИЙ КОНСАЛТИНГ КАК ИНСТРУМЕНТ СОПРОВОЖДЕНИЯ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ ПЕДАГОГОВ: ОПЫТ, ПРОБЛЕМЫ И НАПРАВЛЕНИЯ

Abstract

The article describes the results of a study of scientific and pedagogical consulting for the development of professionalism and rapid adaptation of young teachers to educational practice at school. The authors scrutinized the conceptual approaches to understanding professional and pedagogical support based on the integration of theory and practice, and the adaptation of a special program of scientific and pedagogical consulting to the demands and needs of young schoolteachers. The article describes the specifics of consulting in the school teaching environment and interaction in the context of consulting activities with leading teachers of a pedagogical institute. During the research work, the essence, basic concepts and directions of scientific and pedagogical consulting were determined. Pedagogical and methodological support is expressed in the form of consulting as an innovative tool. The article discusses the basic concepts of consulting as a systemic management of educational activities. The purpose of the study was to theoretically substantiate and experimentally test the effectiveness of organizational and pedagogical conditions for consulting support and support for young teachers. Choosing young teachers as the target audience is based on the fact that during the initial years of their professional journey, they face difficulties, make errors, and they may benefit from the guidance of seasoned mentors and specialized forms of guidance and support, such as educational and pedagogical consulting. The scientific novelty of the study lies in the fact that the identified organizational and pedagogical conditions will ensure motivation and stimulation of self-education, professional growth, innovative thinking and creativity in solving pedagogical problems. The results obtained during the study can be used in the practical activities of young teachers.