THE SET OF RECOURSES FOR YOUNG TEACHERS’ INFORMAL TRAINING

Abstract

This article discusses the connection between the resource approach and the informal education of young teachers. The problem identified in the article, related to the shortage of personnel in providing the general education system, demonstrates the need to update the mechanisms for the professional development of young teachers. The purpose of the article is to substantiate the totality of resources (spatial, organizational-technological, communicative organizational), the use of which ensures the satisfaction of the personal and professional needs of a young teacher. General scientific methods were used as the methods of the study: theoretical and empirical. The author in the article proposes a methodological development of the competition of professional skills «Mentor + young teacher = team» as a tool for assessing the formation of subject, methodological and communicative competencies of a young teacher, and at the same time, a set of resources for a young teacher, ensuring his personal and professional development. In the article, the author presents the stages of the competition with a description of the competitive tests and the criteria for their evaluation, the results of the tests by the participants. The author comes to the conclusion that in the course of participation in the competition at different stages of its implementation, the young teacher had a unity of theoretical thinking and practical activity. The young teacher independently designed his individual cognitive activity, determining the purpose of participation in the competition, selecting content and methods that could ensure the achievement of the planned result. Participation in the competition, the manifestation of one's own activity in solving cases and conducting extracurricular activities, demonstrated the professional and personal position of the young teacher. The results of the study are of a theoretical and practical nature and can be used in educational organizations to build an individual trajectory for the professional development of young teachers, eliminate their professional deficits that arise during the implementation of professional activities.