The difficulties of teachers in realization of educational activities in the secondary school: the survey results

The actuality of the study is determined by the introduction into school educational practice an exemplary education program, developed by the staff of the Institute of Education Strategy at the Russian Academy of Education. So, it is important for pedagogical universities to take into account both the achievements of modern science in the field of the theory of education, and the emerging practice in educational organizations, the real conditions for organizing the educational process, as well as the difficulties in implementing educational activities by teachers and understanding the reasons of these difficulties. The knowledge of the difficulties in the implementation of educational activities at school, understanding of the reasons of the emergence of difficulties are necessary to substantiate the conditions for their prevention at the stage of university training, which will help to improve the quality of school education. The aim of the article is to reveal and analyze the difficulties of teachers in the realization of educational activity, rethinking of which will improve teacher's training staff in the aspects of organization of educational process. Research methods. An overview of modern researches devoted to the problem was presented. The results of the questionnaire were analyzed, its purpose was to identify the difficulties in the realization of educational activities, indicated by the teachers. The results and scientific novelty analysis has showed that teachers experience difficulties in the realization of educational activities in all the areas, regardless of age, teaching experience, subject and level of education. Based on the results, we made the conclusions on possible reasons of the difficulties. The first reason is connected with the assumption that the updated theory of education does not become the consciousness of the teacher and, accordingly does not become a regulator of activity. To solve the problem we suggest preparing a teacher for educational activities based on the formation of the concept sphere. The second reason is in the absence of a subjective position of the teacher in the realization of educational activities. Both reasons are intended to level pedagogical education, to stimulate future teachers to critically rethink the achievements of the national theory of upbringing, forming a holistic image of educational activity, and developing the future teacher as a subject. Practical significance. The results of this research can be used by teachers in the development of academic disciplines on the organization of the educational process in the main school within the framework of continuous pedagogical education.