Increasing teachers' motivation for continuous professional development in interactive communications

The article actualizes the problem of the need to improve the quality of education through the development of teachers' motivation for continuous professional development. Current trends in professional development that can be used in both formal and informal forms of professional development of teachers are discussed. The goal of research is to describe directions for increasing the motivation of teachers to continuous professional development. The review of scientific research on the problem demonstrating the feasibility of finding new ways to increase teachers' motivation for professional development is conducted. The methodological basis of the research is the provisions of the theory of motivation A. Maslow, and psychological and acmeological approach (A. A. Derkach, A. K. Markova). The survey of teachers is proposed as research methods. To solve the problem the possibilities of interactive communication of teachers are put forward. The description of the results is connected with the generalization of the teachers' survey data aimed at identifying their motivation for professional development. Based on the findings related to the presence of teachers' intrinsic motivation and the need for self-development, but the presence of signs of professional overload, the directions of increasing teachers' motivation for continuous professional development based on the organization of interactive, including distance communication between teachers are proposed. As areas of organization of interactive communications is the involvement of teachers in solving teaching situations in lectures and practical classes; use the resources of digital educational platforms, the capabilities of forums to discuss current trends in education; familiarization of teachers with the possibilities of online professional communities. The scientific novelty lies in the substantiation of the resources of interactive communications in enhancing teachers' motivation for continuous professional development. The practical significance of the presented results is reflected in the possibility of applying such forms of communication in formal and informal education of teachers.