Pedagogical conditions increasing the effectiveness of research teams in the institution of additional professional education

The research problem and the rationale for its relevance. The modern system of further education due to the lack of professional standards of education of adult listeners often have to solve conflicting, ambiguous problems associated with the choice of training strategies for this category of persons. The system has developed a number of organizational measures in order to correctly and quickly resolves emerging controversial issues on the choice of the most effective training strategies for this category of listeners. Experience of using special advisory bodies (research teams) was attracted to preserve the internal integrity of the supplementary education system. Institutions of supplementary vocational education as an element of the system also actively began to use this resource. Besides the advisory function in science, the educational potential of research teams, which allows to maintain the continuity of the application of the scientific method among specialists of supplementary education system, was also comprehended. However, any productive educational tool over time requires the creation of special conditions that support its effectiveness. The mentioned argument and determined the general thrust of the study. The goal of the research is to study the pedagogical conditions that improve the effectiveness of research teams in the institution of additional professional education. Methodology. The leading idea of methodology was the scientific statements on the development of open systems, allowing to consider the research team as a living, dynamic self-developing system. The works of D. F. Ilyasov and L. G. Solomko were taken as the basis for the characteristics put forward concerning the system of additional professional education. The method previously presented by A. R. Luria and I. V. Smirnov was used as the main tool for studying the leading motives of the members of research teams that ensure the improvement of the quality of their joint work. In addition, the author's method for assessing the indirect, indirect responses of the respondents on the conditions that increase the effectiveness of the work of research teams was developed. The resources of the PsychoPy, Deep Dream Generator, Russian DALL-E, and Dream by WOMBO network programs were used in the author's methodology. Results. We grouped the conditions into three subspecies: psychological and pedagogical, organizational and managerial and axiological. The psychological and pedagogical condition included the practice of maintaining among the teams the rule of taking into account the free will, as well as the creative predisposition of each team member in distributing the area of his direct responsibility for the overall result. There were two requirements imposed on the organizational conditions: the first one referred to the requirement that the institute administration maintain the right of scientific teams to display autonomy in terms of independent management of the organizational, time, personnel and didactic resources available to them; the second requirement referred to maintaining the principle of openness for research teams within the institution, namely, the possibility of free movement of employees of the institution of additional professional education. The axiological condition was the need to maintain the value basis of collective research activities within the institution of additional professional education. We also identified another important condition that supports all the other stated positions: the formation of the attitude of the employees of the institution of additional professional education about the research team as a living, open and dynamically developing system. The basis of synchronization of synergistic unity of action of all three conditions we believe the principle of an open system, characteristic of living and dynamic-developing natural structures. The term synergy in this case is understood as a non-linear increase in the quality of the pedagogical conditions that form a system of positive organizational impact. The novelty of the research lies in the fact that we understand the complex of conditions as a living, self-developing system, synchronously responding to dynamic personnel, organizational and psychological and pedagogical changes that spontaneously affect the research teams. Another position of novelty is that the identified elements of the system of conditions have the property of self-similarity and self-reproduction, because they take into account the action of the principle of open systems.