Pedagogical principles of assisting the teacher in the development of an individual teaching style individual style of pedagogical activity

The research problem and the rationale for its relevance. The relevance of the research is associated with the search for productive approaches to ensuring the continuous professional development of the teacher of a general educational organization. The benefits of such ways of organizing pedagogical practice, which are based on the improvement of individual style of pedagogical activity, are noted. It is emphasized that in the conditions of multitasking of general education practice it is important to provide assistance to the teacher in the development of individual style of professional functions. The solutions concerning the definition of regulations and starting points for the use of formal and informal advanced training resources are considered. The goal of the research is to develop and theoretically justify the system of pedagogical principles that provide assistance to the teacher in the development of individual style of pedagogical activity. The methodology of the research is formed by the provisions of the activity approach (S. L. Rubinstein, A. N. Leontiev) about the relationship between consciousness and activity, the development of personality in the system of social relations, the unity of dynamism and authenticity of personality. Results of the research. Pedagogical principles of assistance to the teacher in the formation of an individual style of pedagogical activity are scientifically substantiated: involvement in innovative educational projects, reference to digital resources of communicative orientation, overcoming psychological barriers by active teaching methods, organization of reverse mentoring, involvement in professional mastery competitions. Scientific novelty consists in the development of the principles of pedagogical assistance to the teacher in the formation of individual style of pedagogical activity, which correlate with educational innovations and classical scientific research. Practical significance of the work is expressed in the possibility of using the author's approach to improve the effectiveness of formal and informal advanced training of teachers of general education organizations