Pedagogical support for the professional growth of secondary school teachers in the system of advanced training

Abstract

This article highlights the theoretical, methodological, and practical principles of pedagogical support for the professional development of secondary school teachers within the continuing education system. The concept of "pedagogical support" is considered a comprehensive and multifaceted activity aimed at creating optimal conditions for the development of teachers' professional competencies, stimulating their self-directed learning, self-realization, reflection, and improvement of their own professional practice. The article presents the content of contemporary approaches to organizing continuing education, which integrate traditional training methods with innovative educational technologies. It emphasizes the effectiveness of training methods, coaching and mentoring practices, consulting, pedagogical facilitation, and consultative support. Special attention is given to supporting professional development through supervision and individual career paths. The key pedagogical conditions that guarantee the effectiveness of this support are established: collaborative interaction among those involved in the educational process, the creation of a reflective and safe learning environment, the implementation of practice-oriented tasks, the modeling of professional situations, and the provision of feedback. It is demonstrated that effective pedagogical support contributes to strengthening teachers' professional skills and competencies, fostering their willingness to innovate, adapt to changes in the educational environment, and become aware of their own role within the context of contemporary educational transformations. It is concluded that systematic and targeted pedagogical support is a necessary condition for teachers' professional development and for improving the overall quality of the educational process.