METHODOLOGY OF ORGANIZATION OF PROFESSIONAL ACTIVITY OF TEACHERS TO IMPROVE THE SKILLS OF FORMATION OF FUNCTIONAL LITERACY OF STUDENTS

Abstract

The scientifi c and theoretical article deals with the currently relevant problem of the methodology of organizing the professional activities of teachers to improve the skills of forming functional literacy of students. The formation of functional literacy of students remains a priority in the work of teachers. It is suggested that ensuring the improvement of the teacher’s competencies in the fi eld of the formation of functional literacy of students is due to changes in legislative documents in the fi eld of education of the Russian Federation, namely, in strengthening and specifying the achievement of educational results of students in terms of the formation of meta-subject competencies in the development of the basic educational program. The achievement of the demanded results of the educational process correlates with the level of professional skill of the teacher. The purpose of the article is to identify a certain set of components of the methodological system that allow improving the professional competencies of teachers. The presented methodological system includes a number of components, such as valuemotivational, ideological, cognitive and behavioral. Each component of the system carries certain functions and resources. The content analysis of the literature proves the relevance of the discussed research problem. The scientifi c novelty of the article lies in the presented methodological system of the organization of professional activity of teachers, the specifi cation of each component of the methodological system focused on the integration of professional and personal knowledge of teachers in the context of the formation of functional literacy of students. The theoretical signifi cance of the article lies in the fact that new prospects for the organization of methodological improvement of teaching staff are opening up. The practical signifi cance lies in the possibility of implementing a methodological system for organizing the professional activities of teachers within the framework of the system of professional development of teaching staff. The obtained theoretical results of the study may be in demand when developing additional professional training programs for teaching staff.