Principles for selecting the content of advanced training for teachers whose students show consistently low educational results
The actualization of the research problem is justified by the assumption that there is a strong correlation between the performance of students with consistently low results from evaluation procedures and a decline in the quality of teachers' pedagogical activities. It has been noted that an effective way to al-leviate the problem is to provide targeted assistance to teachers with professional difficulties. The conclusion is made that the scientific basis for selecting the content of additional professional advanced training programs is weak. The aim is to propose such grounds taking into account the regularities of the relationship between the ways of carrying out pedagogical activities and the quality of education. The methodological basis for the study was the effect of Gödel's theorems on the incompleteness and consistency of formal systems. The patterns of interaction between pedagogical activity and the quality of education are described. Based on these patterns, the principles of selection of the content of advanced training are derived to provide targeted support to teachers whose students show consistently low educational results. The relationship between the selected patterns and principles is reflected. The novelty of the study lies in the development of the grounds for selecting the content of the advanced training of teachers, whose students show consistently low educational results. These bases are formulated in the form of correlated laws and principles. The variant of realization of the revealed regularities and principles in the form of the substantial lines which have found reflection in additional educational programs is presented. At the stage of approbation of additional professional programs of advanced training developed in Chelyabinsk Institute of Retraining and Improvement of Professional Skill of Educators, the method of organization and conduct of pedagogical expertise of V. S. Cherepanov was used. Data of the expert evaluation of the programs is provided. The conclusion is made on compliance of the developed programs with the declared quality criteria. Practical significance lies in the justification of the possibility of implementing programs in the practice of advanced training of teachers, whose students show consistently low educational results.