Moderation as a tool for methodological support of teachers' professional development

The research problem and the rationale for its relevance. The rapid increase in the volume and role of information, the expansion of educational opportunities in the context of information education put forward increasingly complex requirements for the personality of a modern teacher, who should act as an innovator, researcher, constantly improving his skills and professional activity. To increase the effectiveness of this process, it is necessary to organize purposeful, scientifically based methodological support, one of the tools of which is moderation - a group discussion process structured according to certain rules in order to identify problems, find ways to resolve them and make a common decision. The goal of research is justification of the possibilities of using moderation in the process of professional development of teachers, description of the features of the preparation and conduct of moderation seminars. Methodology. The methodological basis of the research is the scientific provisions of the systematic, axiological and dialogical approaches. To achieve the goal, methods of studying and analyzing psychological and pedagogical literature, generalizing the experience of preparing and conducting moderation seminars were used. Results. The article presents the general characteristics of methodological support of professional development of teachers. The concept and basic elements of moderation are clarified. Possible situations of using moderation in educational organizations and conditions of its effectiveness are described. The leading role of the moderator of his function is indicated. The specifics of moderation seminars as a form of interactive communication of teachers for the purpose of their professional development are substantiated, the principles and algorithm of their preparation and conduct, the techniques used are characterized. Examples of moderation seminars held in educational organizations are given. It is concluded that moderation helps to activate teachers as much as possible, increase their interest, find an effective solution to professional problems, increase responsibility for the results of professional activity, develop skills of effective cooperation and self-confidence.