Research of teachers' readiness to use active methods to form school success of students

The research problem and the rationale for its relevance. The modern system of continuing professional education plays a vital role in the development of society. This is primarily due to its participation in the implementation of major federal projects in the field of education. In particular, the system of continuing professional education provides scientific and methodological support to pedagogical staff on issues related to addressing key tasks of state educational policy. One of the priority tasks is to improve the academic success of students. An analysis of normative and scientific sources shows that to solve this problem, more attention should be paid to the application of active learning methods. In this regard, the goal of the research is related to studying the readiness of teachers to use active methods to foster academic success of students. Methodology (Materials and Methods). The research direction is determined by A. N. Leontiev’s ideas about the leading role of activity in personality development. In particular, it is assumed that readiness to use active learning methods must be developed within the framework of pedagogical activity. Despite the obviousness of this assumption, modern teachers may lack the discussed internal state of activity to use the analyzed methods confidently. To identify the reasons hindering the confident application of active learning methods, a survey method (questionnaire), observation, literature analysis, a method of mathematical processing of statistical data, and generalization were used. The research sample consisted of 40 teachers from educational organizations in Chelyabinsk and the Chelyabinsk region, comprised of primary school teachers and subject teachers. As a result of the scientific work, results were obtained indicating teachers’ interest in using active learning methods to foster academic success. At the same time, the reasons hindering a more intensive and proactive application of the studied group of methods were clarified. All these facts led to the conclusion that teachers are ready to use active methods to foster the academic success of students. The scientific novelty of the research is determined by the identification of reasons that reduce teachers’ readiness to use active learning methods in fostering the academic success of students. Also, an original questionnaire “Questionnaire of professional difficulties in the application of active learning methods (ALM)” was developed. The theoretical significance of the research lies in expanding the understanding of the criteria for professional readiness of teachers. Also, the scientific work enriches the theoretical positions of theories about continuous professional development of the individual. The practical significance of the research is that the developed questionnaire can be used in organizing initial and final assessments of students in the system of continuing professional education. The prospect of further research is related to the development of methodological recommendations that allow teachers to independently improve their readiness to use active learning methods.