Consulting support of technologization of professional practice of a teacher
Lukashenia, Z., Baranovichi State Univ. (Belarus) | Chepikova, L., Smolensk State Univ. (Russian Federation) | Rudneva, H., Baranovichi State Univ. (Belarus)
The article presents the results of experimental work on consulting support of professional practice of a teacher, which introduces local innovations. These innovations are initiated by teachers who need advice on developing a project to implement them in their professional activities. Innovative changes developed by the teacher infringe the order in the implementation of existing professional practice, which leads to the need for its technologization. The presented circumstances actualize consulting support as a form of teacher training directly at the workplace. The purpose of the research stated in the publication is to identify the impact of consulting support on the formation of competencies of consulted ones on the implementation of local innovations developed by them in their own professional practice. Consulting support of technologization by teachers-clients of their own professional practice, after the introduction of local innovative changes, was implemented in a mixed type, combining offline and online formats. The authors of the publication propose to evaluate the success of participants in consulting support for the products developed in its process: the project of technologization of professional practice and the program for its implementation. The obtained data were statistically processed using the parametric method of variance analysis. Statistical processing of the data obtained confirmed the effectiveness of this approach. Professional growth and motivation of educational institution specialists are regulated with statistical accuracy by consulting, which acts as an educational management practice. The consulting on the development of local innovations should be carried out continuously to support the teacher's strategically significant needs, and not just their fragmentary situational requests.
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Эту запись предоставил National Academy of Sciences of Belarus
