Participation of teachers of additional professional education institutions in the activities of research teams as a factor in the development of professional skills

The research problem and the rationale for its relevance. The developmental environment of research teams has long enough established itself as an effective tool for solving complex production problems. However, the intense flow of unstated foreign terminology in personal growth support systems has somewhat overshadowed one of the significant psychological and pedagogical ideas. Colorful terms began to shade the role of the collective in the formation of the personality, and also to concentrate the attention of the person on his egocentric motives of development. In this context, the authors propose, without lowering the level of modern discoveries, to clarify the personal novelties that can develop the collective. We are talking about the processes of development of professional skills under the influence of the cognitive field of the research team. The goal of research is to identify the possibility of developing professional skills of teachers in the activities of research teams. Methodology. The leading idea determining the strategy of involvement and application of research methods we borrowed from the work of N. K. Krupskaya. Her idea that the success of a teacher is determined by his knowledge of the scientific foundations of work organization is presented. In addition to the above idea, we took into account L. S. Vygotsky's system of views about the importance of collective consciousness for the successful development of the higher mental functions of personality. The leading methods of research were: analysis of the scientific literature, experiment and included observation. The order in which the methods are listed directly reflects the increase in the degree of their importance in obtaining new scientific data. Results. It was revealed that the components of professional mastery are effectively developed under the condition of participation of a teacher of institutions of additional professional education in the activities of research teams. The following components were identified as components of professional mastery: praxeological (productive), motivational-valuable, cognitive-activational, communicative and individual-personal. O. G. Polyakova's work was chosen as a basis for the classification of the components of professional mastery. The connection between the process of increasing research competencies of teachers of institutions of additional professional education and the growth of their professional mastery was also established. Additionally, it was found that the use of affective-colored vocabulary in the activities of research teams increases the quality of attention of its members to the research problem, as well as increases the level of their cognitive effectiveness.