Organizational and pedagogical conditions for the functioning of the system for training teachers to promote student self-determination

The research problem and the rationale for its relevance. Contemporary education requires new approaches to facilitate student selfdetermination, driven by societal demands that currently conflict with educators' insufficient readiness to perform this function. The system developed by the authors to prepare teachers for this activity within continuous additional professional education necessitates establishing specific organizational-pedagogical conditions for effective implementation. The goal of research is to identify, substantiate, and test organizational-pedagogical conditions for implementing a system that prepares educators to facilitate student selfdetermination within continuous additional professional education. Methodology. The research employs systemic and resource-based approaches as its methodological foundation. Theoretical and experimental methods include analysis of scientific literature and professional regulatory documents, synthesis and structuring of condition groups. Empirical validation was achieved through comparative analysis of survey results from control and experimental teacher groups, content analysis of essays, and measurement of students' self-determination readiness levels. Results. The research developed an innovative framework of organizational-pedagogical conditions based on a coordinate-based visualization of educational space. This framework enables systematic implementation of necessary environmental modifications for effective teacher preparation. The study enriches the theory of continuous additional professional education by proposing a novel method for structuring organizationalpedagogical conditions. The developed approach allows for creating targeted condition groups aligned with specific coordinates of continuous additional professional education space, adaptable for various pedagogical objectives. The research demonstrates how coordinated organizationalpedagogical conditions can bridge the gap between societal expectations and educator capabilities in facilitating student selfdetermination. The findings offer both a theoretical model and practical tools for enhancing teacher preparation systems in professional education contexts.