Methodological strategies for overcoming professional deficiencies of teachers interacting with “difficult” contingents of schoolchildren

The research problem and the rationale for its relevance. The relevance of the problem is connected with the presence of professional shortages of teachers in the field of accessibility and quality of education. Difficulties in teachers are found in various types of pedagogical activities that involve the implementation of methods for effective educational and pedagogical interaction with “difficult” schoolchildren. The results of this research clearly demonstrate that teachers in the regional education system have similar professional shortages. The conclusion is that there is a need for targeted support for teachers using the resources of the regional pedagogical community. The goal of research is to provide a theoretical basis and a substantial description of methodological strategies aimed at overcoming professional shortages of teachers interacting with “difficult” schoolchildren. The review of scientific researches devoted to revealing of features of occurrence and internal dynamics of professional deficits of teachers and ways of their overcoming in the system of professional development and intraorganizational training is conducted. The idea is carried out that, despite the diversity of the proposed solutions, the application of comprehensive methodological strategies, implemented with the involvement of the resources of the teaching community, has advantages. The methodology is based on the position of A. N. Leontiev's activity theory, which makes it possible to develop strategies of targeted support for teachers, which allow to activate internal motives for professional development of teachers. Description of the research results focuses on the characteristics of effective methodological strategies to overcome professional shortages of teachers. The content of team mentoring, targeted consulting, and networking is presented from the perspective of methodological support to teachers in working with “difficult” schoolchildren. Options are explored for implementing these strategies in a project to support schools with low learning outcomes and those that operate in adverse social conditions. The scientific novelty consists in the description of complex application of modern methodological strategies to solve the problem of overcoming professional shortages of teachers interacting with “difficult” contingents of schoolchildren. Practical importance is determined by the applied nature of the proposed strategies and their positive effects. The factors of success in implementing the methodological strategies are discussed.