The problem of improving the professionalism of teachers from the position of an integrative approach

Research problem and justification of its relevance. The article raises the problem of improving the professionalism of a teacher. The purpose of the article is to substantiate and describe the use of a facilitation session, developed from the position of an integrative approach, which determines the organization of the exchange of opinions, studying the possibilities for making decisions, developing new ways to solve professional problems that determine the professional development of teachers. The methodological rationale for the facilitation session, developed from the standpoint of an integrative approach, is the theory of facilitation technology, the theory of inventive problem solving, the theory of creative, expert decision-making methods. The result of the study was a generalized structure of a facilitation session, developed from the standpoint of an integrative approach, focused on organizing an exchange of opinions, studying the possibilities for making decisions, developing new ways to solve professional problems that determine the professional development of teachers. The author's position on the essence of integration of the facilitation technology with the TRIZ technology, creative, expert methods of decision-making is indicated. On the basis of the generalized structure of the facilitation session, designed from the standpoint of an integrative approach, a facilitation session for teachers “Creative approach to solving pedagogical problems” was developed, focused on developing new ways of solving professional problems that determine the professional development of teachers, within the framework of the project activities of the club team of teachers and parents “Cooperation”. An analysis of the results of experimental work on the implementation of innovative projects in an educational organization through the use of, among other things, facilitation sessions, showed a positive dynamics in the formation of the levels of professional development of teachers and made it possible for the authors of the article to consider the developed facilitation sessions effective.