The system of teacher training for managing individual final projects in the senior school

The research problem and the rationale for its relevance. What are the ways to train teachers for effective management of Individual Final Projects (IFPs) in senior school? Managing individual final projects in senior school is a new type of professional activity for teachers (from the 2020/21 academic year), which has not yet been sufficiently studied in the literature. Teachers have not yet accumulated significant experience in this area. These facts confirm the importance and the relevance of the research. The article is aimed at lecturers of the system of additional professional education and the teaching staff of pedagogical universities, i.e. specialists who are engaged in teacher training and teacher development. The goal of research was to identify the professional deficits of teachers who started managing individual final projects in senior school, and to search for methods and ways to overcome these deficits. Methodology. In the course of the study teachers were questioned and interviewed, the experience of implementing the IFP was studied, and the experience of training teachers in the system of advanced training for the implementation of project activities was analyzed. The article describes the features of individual final projects and, based on this, shows the specifics of the teacher's activities in project management. Research results. The current literature on the research problem is analyzed from different positions. The problem is considered from the standpoint of teacher training in the system of advanced training for a new type of professional activity. The components of the teacher training system are identified, considering the requirements of the modern digital educational environment. The system of training teachers for the management of individual final projects in senior school including the content of training, methods of training, and methods of support after advanced training is proposed. The conditions for the successful management of IFP by teachers are formulated. Particular attention is paid to such a form of teacher training as methodological course lectures.