Improving the qualifications of teachers of small schools to reduce educational inequality

Abstract

The content of the article is based on research in the branches of the National System of Advanced Training “Orleu”, due to the observed contradiction between the revolutionary development of the modern educational environment and the evolutionary nature of professional development of teachers as subjects of this environment. The study is related to the definition of the content and forms of advanced training for teachers of small schools, taking into account the peculiarities of pedagogical activity in rural environment, in which a small school should have the status of a methodological and research educational center. The novelty of the article lies in the substantiation of the need for this status to reduce the professional and pedagogical inequality of teachers in urban and small rural schools as a prerequisite for reducing the educational inequality of students. The results obtained allow us to outline the prospect of research: the development of the structure and content of monitoring the effectiveness of course training for professional development and self-realization of teachers of small schools, the effectiveness of their post-course support to improve teaching practice and the educational environment in rural schools. This research perspective strengthens the position of advanced training in integration with graduate and postgraduate education