Inclusion of teachers from underachieving and at risk of low learning out-comes schools in informal advanced training

The research problem and the rationale for its relevance. Every child has the right to a quality education. Its provision is a statutory obligation of teachers, regardless of the environment in which the educational process takes place. Accordingly, teachers should have different strategies of pedagogical activity in a variety of conditions, including those characterized by the presence of the risks of declining educational results. They must confidently apply teaching and learning methods that take into account the socio-psychological characteristics of schoolchildren, their learning and cognitive motivation, the current level of knowledge as much as possible. The thesis that for the successful and effective implementation of professional activities teachers need to constantly improve, continuously develop their teaching capabilities, using the resources of formal and informal advanced training seems quite reasonable in this regard. Due to the specificity of professional activities of teachers working in underachieving schools and at risk of low learning outcomes schools, the article focuses on intensifying their participation in informal advanced training. In accordance with this fact the goal of the research is to identify and justify the pedagogical conditions for the inclusion of teachers of underachieving schools and at risk of low learning outcomes schools in informal advanced training. The methodology (materials and methods) of the study is consistent with the provisions of andragogical and synergetic approaches, which in unity set the guidelines in the organization of informal advanced training for teachers from underachieving and at risk of low learning outcomes schools, fully consistent with their age and individual characteristics, professional needs and interests. In this regard, it is assumed that the inclusion of teachers of this category of schools in informal advanced training should be based on their desire to search and discuss new ideas, knowledge exchange, and awareness of the meaning in their professional activities. Results. The research review identified and substantiated the broad and underestimated opportunities for informal advanced training for sustainable and continuous professional development of teachers from underachieving and at risk of low learning outcomes schools. The significant role of network professional communities of teachers in informal advanced training is established. On this basis, we propose pedagogical conditions associated, first, with updating approaches to the development of additional professional programs, strengthening their content and organizational and methodological elements, taking into account professional preferences of teachers and activating their cross-course training; second, with the popularization of regional methodical associations and network professional communities as a promising platform for organizing knowledge exchange; third, with the actualization of the image of the teacher as a reference person and carrier of socially-oriented meanings and values using the method of cinema pedagogics. Scientific novelty lies in determining the pedagogical conditions for the activation and productive participation of teachers from underachieving and at risk of low learning outcomes schools in informal advanced training The practical significance lies in the possibility of broad application of the proposed pedagogical strategy for the organization and implementation of informal professional development of teachers of this category of schools.