Teacher Training for the Formation and Evaluation of Functional Literacy of Students in the Process of Individualized Professional Development

Abstract

Education today faces many challenges caused not only by the high rates of technology development, but also by the rapid changes in the political and socio-economic situation in the world. A graduate of a modern school should be able to use his constantly updated knowledge and skills to solve a wide range of life tasks, i. e. he should have a sufficiently high level of functional literacy. However, international comparative studies record an insufficient level of functional literacy among Russian schoolchildren. The formation of functional literacy of students is becoming one of the main tasks of a modern school. The problem of individualized teacher training for the formation and evaluation of functional literacy in the process of professional development has not been raised and has not been solved. The purpose of this article is to reveal a variant of individualized teacher training for the formation and evaluation of functional literacy of students through the description of the content of an additional professional program designed on the basis of the modular principle. The methodological basis of this study is the acmeological approach, since it allows us to study the patterns of professional development of teachers in the process of professional development, as well as the principles of andragogy formulated by domestic and foreign scientists. The article describes a variant of the implementation of a modular additional professional program, the content of invariant and variable modules aimed at the formation of psychological, theoretical and practical readiness of teachers for the formation and evaluation of functional literacy of students. The described variant of individualized teacher training for the formation and evaluation of functional literacy of students can be used to design additional professional programs in various areas of development of Russian education, and will also be useful to researchers engaged in the search for effective options for preparing teachers for any direction of professional activity in the process of professional development.