Project to form teachers’ readiness to support students’ self-determination

Supporting students’ self-determination is a pedagogical task according to legislative acts, social demand and analysis of scientific literature. However, modern research proves that in practice, teachers are not sufficiently motivated and do not have necessary knowledge to provide this assistance. Generalization and consideration of the literature has revealed that existing projects to support students’ self-determination are mostly aimed at students, and the formation of teachers' readiness to support students remains unexplored. Thus, there is a need to increase the level of teachers’ readiness to support students’ self-determination and develop a project to raise it. The article describes the development and implementation of the project aimed to form teachers’ readiness to support students’ self-determination. The author clarifies the concept of pedagogical project, describes pedagogical models and projects aimed to support students’ self-determination; develops a project to form teachers’ readiness to promote students’ self-determination; describes the components of this project; implements and evaluates its effectiveness. The methods of scientific analysis and synthesis, survey and statistical data processing were used. The novelty of our project is in the fact that we develop teachers’ readiness to assist students’ self-determination. The teacher training program was implemented in person, remotely and in a blended form. Comparison of the effectiveness of the project depending on the form of implementation makes it possible to conclude that the most effective one is a face-to-face form.