The current state of the professional group of physics teachers (interregional section): problems and growth points

The article describes the results of a study of the state of the professional group of physics teachers in the subjects of the Volga Federal District, aimed at identifying urgent problems of professional development of this category of teachers in the context of modernization of the education system and scientific and technological development and determining the prospects for their development. A questionnaire was used as a research method for a professional group of physics teachers, which included questions on the general characteristics of the diagnosed group of teaching staff by length of service, skill level, type and level of education they have; on the effectiveness of the work of a physics teacher in projection on the results of the state final assessment (USE), as well as participation in the All-Russian Olympiad of Schoolchildren; career guidance component of the professional activity of a physics teacher; professional growth of a teacher, including the availability of advanced pedagogical experience and willingness to broadcast and replicate it; professional deficits; the need for advanced training and expectations regarding the content of additional professional programs and the forms of their development. As a result, it was found that the majority of physics teachers working in municipal secondary schools have specialized pedagogical and subject education and a high level of qualification confirmed by state certification (the highest qualification category), while the vast majority of teachers have a fairly long work experience. At the same time, in the presence of a sufficiently high indicator of student achievements in mastering the educational program compared with the average Russian one, the low motivation of the teachers surveyed to include their experience in the activities of unified regional systems of scientific and methodological support for teachers was revealed. The authors see the solution to this problem in the development of pedagogical mentoring at different stages of the life cycle of the teaching profession, especially at the stage of entering the profession, through the use of Peer-to-peer horizontal interaction methods.