Scientific and methodological support for the development of professional readiness of teachers to minimize the risks of low adaptability of the educational process

Abstract

Introduction. Modern conditions for the development of society actualize the need to improve the quality of education. However, schools are currently affected by various risks, including risks of low adaptability, which increase the likelihood of failure of students. In this regard, there is a problem of overcoming risks, the need for scientific and methodological support for the development of professional readiness of teachers to minimize the risks of low adaptability. The purpose of the article is to develop and theoretically substantiate the model for the implementation of scientific and methodological support for the development of professional readiness of teachers to minimize the risks of low adaptability of the educational process Materials and methods. 11 schools of the Orenburg region (the Russian Federation) took part in the research. The authors used the content analysis of development concepts, medium-term development programs, self-study reports aimed at identifying the significance of the risks of low adaptability of the educational process for schools with low educational results; moreover, the professional deficits of teachers in minimizing risks were determined. Based on the data obtained, a modeling method was applied, which made it possible to develop a process model of scientific and methodological support of teachers' professional readiness to minimize the risks of low adaptability Results. It was revealed that for 45.5% of schools with low educational results, the risks of low adaptability are presented with a high degree of significance, for 36.4% of schools – with an average degree of significance, for 18.1% of schools the risks are presented with a low degree of significance. Typical professional deficits of teaching staff while minimizing the risks of low adaptability are identified: conducting a comprehensive assessment of the risks of low adaptability (100%); identifying sufficient content to overcome the risks of low adaptability (100%); definition of goals and objectives of action plans to reduce the risks of low adaptability (75%); specification of measures to reduce the risks of low adaptability (75%). A process model of scientific and methodological support for the development of teachers' professional readiness to minimize the risks of low adaptability has been developed, including target, methodological, organizational-executive, criteria-evaluation and effective blocks. Discussion and conclusion. The identified typical professional deficits of teachers require the implementation of scientific and methodological support for the development of professional readiness of teachers to minimize the risks of low adaptability of the educational process. The results of the study can be used in the practice of professional development of teaching staff of schools with low educational results.