Abstract:

The professional development of the teacher contributes to the improvement of the quality of education of schoolchildren.Therefore, a modern school should focus on creating an environment conducive to this process.Knowledge exchange is a key factor that can effectively affect the professionalism of teachers, their moral and material satisfaction. Russian education is increasingly using the idea of self-learning systems borrowed from the business sphere, which is primarily focused on intellectual and economic profit. However, teachers are not always highly motivated to share knowledge.This is due to the fact that they are afraid of losing their competitive advantage in the professional community by discovering the author's unique solutions. In addition, many teachers do not know how to conceptualize the ideas of their colleagues, as in most cases they do not present knowledge, but experience that is subjective. As a result of this rigidity of teachers, the implementation of innovations at school is much slower.Therefore, there is a need to find conditions conducive to a more intensive process of knowledge exchange.

The purpose of this article is to describe the conditions aimed at improving the efficiency of knowledge exchange between teachers in a general education organization.

The methodological basis of the study is the provisions of self-learning systems P. Senge, M. Pedler, J. Huber,according to which people learn to "learn together". An administrative and pedagogical strategy has been developed, which implies four conditions for increasing the efficiency of knowledge exchange.The first condition is related to the formation of a motivational environment at school, including the unity of material and non-material stimuli. The second condition is that teachers learn the method of introspection, which promotes professional self-knowledge. The third condition manifests itself in the formation of teachers' ideas about the process of conceptualization of knowledge, opposed to the theory of sharing experience. The fourth condition implies the mastery of modern digital technologies that facilitate the effective exchange of knowledge in remote interaction.

The administrative and pedagogical strategy to increase the efficiency of knowledge exchange was tested experimentally in Russian schools of the Urals region(8 schools)in 2019-2020.The criteria for the efficiency of knowledge exchange are identified: the availability of a stimulating environment, the ability of teachers to self-knowledge, the ability to conceptualize knowledge and the willingness of the teaching staff to use remote technologies. At the final stage of the study, five schools were identified as having a low level of readiness to exchange knowledge. During 2019-2020, an administrative and pedagogical strategy was implemented to improve knowledge sharing in these schools. As a result of the proposed solutions, the readiness of teams to share knowledge has increased in 3 schools. The low level has changed to the secondary level in 2 schools and in one school to the high level.

The conclusion was made about the practical applicability and positive effect of the administrative and pedagogical strategy to improve the efficiency of knowledge sharing in the general education organization.The four conditions of the strategy may be useful in the implementation of innovative processes of professional development of pedagogical staff, contributing to the improvement of education quality.

Keywords:

Knowledge exchange, school teachers, administrative and pedagogical strategy, motivating environment, introspection method, knowledge conceptualization.