Methodological support for rural teachers through individual educational routes

The article is devoted to the problem of developing functional literacy of schoolchildren by teachers of rural schools in the Republic of Sakha (Yakutia). This topic is particularly relevant, since the predominant number of educational organizations in the region are located in rural areas. Methodological support for rural school teachers contributes to their professional development, which undoubtedly affects the quality of general education in the region. The article describes a study conducted by the authors aimed at identifying the readiness of rural teachers to form and develop functional literacy of schoolchildren. The results of the study revealed a contradiction between the high level of teachers’ understanding of the relevance of the task facing them and the insufficient level of formation of methodological competence in this area. The authors describe the experience of organizing methodological support for rural teachers in the development of functional literacy of schoolchildren based on the educational program “Development of functional literacy of schoolchildren” with the implementation of an individual educational route developed by the regional Center for continuous professional development of teaching staff.