Модель развития у будущих учителей навыков решения проблем целостным педагогическим коллективом школы: концептуально-теоретическое обоснование
A model for the development of problem-solving skills among future teachers by the entire teaching staff of the school: a conceptual and theoretical justification

Summary/Abstract: Introduction. Based on the analysis of modern research developments, it has been revealed that there is no theoretical basis for the development of problem-solving skills among future teachers by the integrated teaching staff of the school, which are in demand in the modern education. The purpose of the study is to reveal to what extend the problem under study was investigated, to provide a conceptual and theoretical justification of a model aimed at the development of problem solving skills among future teachers by the entire teaching staff of the school, and to evaluate the effectiveness of its implementation. Materials and Methods. Systematic, problem-based, and resource-based approaches enabled the authors to develop a conceptual theoretical basis for the process. Methods of analysis and generalization of modern scholarly data on the problem served as the basis for their systematization in the model format, including the content of the components and structure of the measured result (criteria, indicators, levels). A quantitative assessment of the level of problem-solving skills among future teachers was carried out on the basis of the resources of the entire teaching staff using an integral coefficient (based on the results of the assessment matrix by the student, group, and teacher); the U-Mann-Whitney criterion was used to assess the statistical significance of the data. Results. The conceptual theoretical basis of the model for the development of problem-solving skills among future teachers by the entire teaching staff of the school is determined, including basic concepts, strategies, goals, approaches and principles, technologies, criteria and performance indicators for the implementation of the model; assessment tools are substantiated, allowing to determine the dynamics of developing social and cognitive skills in solving problems by the entire teaching staff. Conclusions. The result of the research was a model for the development of problem-solving skills among future teachers by the entire teaching staff of the school, which includes the following components: strategy, procedure, technology, and effectiveness. It can serve as a basis for future developments of new educational models aimed at developing the quality of degree granting teacher education, supporting continuous in-service training of teachers as key participants in the entire teaching staff and improving the quality of the entire educational process.

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