Formation factors of teachers' interest of secondary school organizations in formal ways of additional professional education

The research problem and the rationale for its relevance. Cognitive interest acts as a driving force of personal learning. The article states that today it is not always considered in the process of teachers' advanced training in institutions of additional professional education. Based on these facts, the relevance of research is determined by the need to find effective means of forming teachers' interest in learning at advanced training courses. Accordingly, the goal of the research is to design the factors of forming the interest of teachers of secondary educational organizations in formal ways of additional professional education. The review of literature devoted to the phenomenon of interest in learning and ways of its formation among teachers is carried out. It is concluded that it is expedient to develop special means in the segment under consideration. The ideas of John Dewey's pedagogical theory about the exceptional importance of interest formation in learning, learner's activity and design method were chosen and argued as methodological bases. The results of the research are the designed and described factors of formation of teachers' interest in training in an institution of additional professional education: at the preliminary stage: awareness in choosing a training program; at the initial stage: comprehension of research results, curiosity in prospective reflection; at the stage of active learning: emotionality and involvement in the lesson; at the final stage: satisfaction with training and the desire to apply what was learned in the courses in their own practice. Scientific novelty of the research lies in the identification and substantiation of the action of factors, their influence on the formation of intrinsic and extrinsic motivation of teachers to learning. Theoretical significance is found in the development of ideas about the improvement of additional professional education using the factors of formation of teachers' interest. Practical significance is associated with the possibility of using the description of the content of the factors of formation of teachers' interest to learning in the design and conduct of classes with students mastering additional professional programs. The recommended actions for teachers that will contribute to the successful realization of the designed factors are discussed. The research conclusions are formulated, and the prospects for its development are outlined.