Inclusion of emotional burnout prevention in the content of additional advanced training pro-grams for teachers of educational organizations

The research problem and the rationale for its relevance. The article substantiates the need to implement measures to prevent burnout in teachers of educational organizations. It reveals the modern specifics of pedagogical activity and the risks of occupational health impairment. It refers to the provisions of the Program for the Prospective Development of the Education System of the Chelyabinsk Region, including indications of the need to include issues of burnout prevention for teachers in advanced training programs. The problem of determining optimal measures that allow teachers to learn and apply effective methods of burnout prevention is actualized. A pedagogical approach is proposed for developing a substantive module on the prevention of burnout in teachers and integrating it into ongoing additional professional programs. The goal of the research is to theoretically substantiate and characterize the principles of designing and implementing a substantive module on the prevention of burnout, included in advanced training programs for pedagogical staff of educational organizations. An analysis of the scientific literature revealed a variety of perspectives and practices on burnout prevention, which should be systematized and integrated into advanced training programs for teachers implemented in institutions of continuing professional education. It is stated that it is necessary to develop a universal substantive module aimed at improving the abilities of pedagogical staff of educational organizations in the field of overcoming professional stresses and mastering methods of increasing internal resources of the individual. The methodological basis of the research is the provisions of V. V. Boyko’s theory on the unity of intellectual and emotional reflection of reality, the need to develop skills in regulating emotional behavior in specialists interacting with people by activating intelligence, expanding knowledge, and methods of communication. The results of the research consist of identifying, scientifically justifying, and characterizing the peculiarities of including issues of burnout prevention in the content of additional professional development programs. The module “Psychological and Pedagogical Prevention of Teacher Burnout,” developed for advanced training programs for pedagogical staff, is presented. The content of the sections and topics of this module is presented, the possibilities of their implementation in various forms (face-to-face and distance) and taking into account various labor costs of students of advanced training courses are revealed. The principles of designing and implementing a module on the prevention of burnout in teachers are characterized. The scientific novelty of the research lies in the development of principles for designing and implementing a module on burnout prevention. The design principles involve reliance on scientific knowledge, reflection of reality, and universality. The implementation of the substantive module is proposed to be carried out in accordance with the principles of professional care, gradual immersion, introspection, resource activation, and knowledge exchange. The theoretical significance of the research lies in the development of scientific ideas about topical areas of advanced training for pedagogical staff, updating the content of additional professional programs with psychological and pedagogical knowledge, and theoretically substantiating the principles of developing and implementing a module on the prevention of teacher burnout. The practical significance of the scientific work lies in designing the content of a module on burnout prevention for teachers, integrating optimal conditions and methods for increasing stress resistance. The proposed practice can be applied in the implementation of advanced training programs of various thematic orientations in the system of continuing professional education and in-house training of teachers, in centers for continuous improvement of professional skills of teachers, and within the framework of their selfeducation.