Use of scientific psychological and pedagogical knowledge by teachers as a task of internal staff training in a general educational organization

The research problem and the rationale for its relevance. This scientific article reveals the specifics of pedagogical activity, its multitasking nature, and emphasizes the high level of communicative load and responsibility of specialists. It is noted that the application of psychological and pedagogical knowledge will allow the teacher not only to effectively build interaction with all subjects of educational relations and improve the quality of education but also to maintain their own professional well-being. The article asserts the necessity of including thematic blocks of psychological and pedagogical orientation in the content of internal training. The problem of the absence of scientifically based ideas about the design and implementation internal training systems in general education organizations, including those ensuring that teachers master scientific psychological and pedagogical knowledge, is actualized. The goal of the research is to develop and substantiate the content of intracorporate staff training in a general educational organization, providing for the popularization of scientific psychological and pedagogical knowledge among pedagogues and their use in professional activities. An analysis of the scientific literature made it possible to establish the importance and prospects of applying scientific psychological and pedagogical knowledge to improve the quality of education for modern schoolchildren. The significance of including content in in-house training programs that expands specialists’ knowledge in the field of modern achievements in psychological and pedagogical sciences is stated. The importance of continuous professional development for improving the efficiency of the staff of an educational organization is substantiated. The methodological basis of the research is based on the provisions of P. M. Senge on a selflearning organization, in which the development of the team is successfully carried out in team-based work based on a unified corporate culture while improving the systemic thinking of its subjects. The results of the research consist of defining approaches to implementing in-house training in a general education organization, focused on teachers mastering methods for effectively applying scientific psychological and pedagogical knowledge in professional activities. Directions for improving the psychological and pedagogical knowledge of teachers are characterized: a) productive pedagogical interaction with students, including special groups of children; b) pedagogical education of parents, conflict-free interaction with the family; c) professional well-being of the teacher, successful collaboration with colleagues. The content of these directions is characterized, and relevant thematic lines for study by specialists are identified. Active learning methods aimed at building teamwork among teachers are outlined. Information resources that serve as sources for expanding the psychological and pedagogical knowledge of education stakeholders are revealed. The scientific novelty of the research lies in the development of the content of internal personnel training in a general education organization, reflecting methods for applying scientific psychological and pedagogical knowledge to solve current problems in professional activities. Creative teaching methods, such as pedagogical detective and educational theater, are proposed for mastering this content of continuing professional education. The theoretical significance of the research lies in the development of ideas about the continuous professional development of teachers in general education organizations in terms of designing the content of their internal training; and in confirming the role of scientific knowledge in improving the effectiveness of the professional activities of teachers. The practical significance of the publication lies in the holistic presentation of a new approach to designing the content of internal teacher training, based on the application of scientific psychological and pedagogical knowledge. The proposed practice may be in demand in the implementation of inter-course training of teachers in general education organizations; in the design of the content of additional professional programs implemented in educational development institutes and centers for continuous professional development of teachers.