Advanced training of teachers in storytelling format

The research problem and the rationale for its relevance.This article is devoted to the use of storytelling in the system of additional professional education of teachers. The challenge of the time has become an information oversaturation of society. The consequences manifest themselves in inattention, passive study of texts, acceptance of false information. Excitingly told stories are a proven way to deliver educational material, to motivate cognitive and creative activity. The goal of the research is to substantiate the format of storytelling as a productive and in-demand tool for teachers' advanced training. Methodology (materials and methods). The methodological basis for achieving the goal was the analysis of literary sources on the topic, descriptive-analytical method, questionnaires, surveys, interviews, conversations, analysis of the results of activities. Results. The mechanism of storytelling is substantiated. Its types are distinguished and characterized: subject socio-cultural, family, personal, friendly, business, mixed. The specifics of visual and digital storytelling are revealed. Online services are selected. The novelty of storytelling is adapted to the training of teachers in two directions: the professional and personal growth of listeners and application in pedagogical practice. The structural components of stories are argued: hero, conflict, context, plot, value transformations. The universal genres of stories for any lesson are identified: process stories; cases from childhood; historical narratives; success stories; myths and legends; fantasy stories. The criteria for the effectiveness of pedagogical stories are grouped. Theoretical significance consists in the multidimensional analysis, which will help to establish additional functions, patterns, features and trends in the use of storytelling in additional professional education. The scientific novelty of the research is represented by the methodological characteristics of the process of using the format of storytelling in the advanced training of teachers. The practical significance of the article lies in the possibility of applying the proposed methods and approaches for the professional improvement of teachers. Conclusion. Based on the trends of listeners' interest in storytelling identified in the course of the study, evaluation of its didactic potential, the feasibility and demand for this innovation are established.