Psychological and pedagogical features of advanced training of school team specialists in mastering the ways of forming and assessing the functional literacy of schoolchildren

The research problem and the rationale for its relevance. The article deals with the actual problem associated with the expansion of educators' ideas about the ways of formation and assessment of schoolchildren's functional literacy. It substantiates the expediency of effective training of pedagogical and managerial staff of general education schools in connection with the low results of Russian schoolchildren in the field of international studies of the quality of education. It is proposed to focus on the training of school teams as part of the implementation of additional professional development programs for relevant professionals. The goal of research is to describe the key psychological and pedagogical features of professional development of school team specialists in the direction of formation and assessment of functional literacy of students. Based on the analysis of scientific and practical studies of domestic and foreign scientists interested in the issues under consideration, the theoretical background of the author's proposals is formed. The methodological basis of the study is the provisions of the competence approach, according to which it is important to form in students the knowledge necessary for life. Moreover, in the process of professional development of teachers it is advisable to improve their competencies necessary to work with different categories of students, including schoolchildren “risk group”. Results. Psychological and pedagogical peculiarities of professional development of school team specialists are described. They are connected with: development of command and personal responsibility for formation and estimation of functional literacy of learners in the general educational organization; application of modern digital resources containing the information on formation of functional literacy of schoolchildren; revealing and operative elimination of professional difficulties of school teams in the studied direction; preparation for formation of functional literacy at learners of “risk group”; expanding the knowledge of school team specialists on the use of appropriate technologies and means of interaction with schoolchildren's families. Conclusion. Scientific novelty of the work lies in the definition and theoretical justification of psychological and pedagogical features of professional development of school team specialists in mastering the ways of formation and assessment of functional literacy of schoolchildren. The practical significance of the author's proposals lies in the possibility of their application in the institutions of additional professional education of teachers, centers for continuous professional development of teachers. Prospects for the study are associated with the development of internal organizational training programs for teachers of general educational institutions.