Intra-school advanced professional training aimed at teacher's self-development

The research problem and the rationale for its relevance. The school needs teachers who are capable of developing in their personal and professional qualities and correspond to the times. A teacher can become such a person if the mechanism of his self-development is involved. This mechanism is launched under special pedagogical conditions for further training within a school. The research problem is the search for pedagogical conditions of further training for teachers in school practice which would generate the processes of teachers' self-development. The goal of research is a scientific justification and experimental verification of the effectiveness of the identified conditions intra-school advanced professional training, aimed at teacher’s self-development. The methodology (materials and methods) is based on humanistic pedagogy and psychology which takes into account the personal resources of the teacher in his professional activity. Literature analysis, interrogative diagnostic methods, and experimental research methods are used in the research. The result of this research was that in real pedagogical practice, in a rural general education school, pedagogical conditions were created, in which the process of personal and professional self-development of a teacher was born and preceded. Experimental work took place in three stages, at each of which one of the conditions was created. At the first stage of the experimental work the teachers of the experimental school received the necessary portioned information to improve their pedagogical activity. In this way resonant information field was created at school. At the second stage, an intensive interpersonal space of professional interaction was created, which stimulated the process of teacher self-development in temporary creative groups. Psychological and pedagogical trainings of personal growth conducted at the third stage ensured the final transition of a teacher to the activities of self-development. Conclusion. In the research we showed that the necessary condition for the well-being of the school and all people who are there is mostly the well-being of a teacher. Only a self-developing, self-actualizing teacher is able to educate the others who will be like he. This article reflects the main stages of creating such conditions in a rural comprehensive school in which there was a need for self-development and its satisfaction, the criteria for evaluating the effectiveness of the conditions created in the school and growth indicators were identified.