Abstract:

The development of professional communities of educators is characterized by a trend towards globalization, use of tools for collective reflection and evaluation of knowledge and experience. Teachers are interested in international conferences, Internet communication, and experience in implementing educational projects. Unfortunately, there is a lack of trust in the authority of official science among teachers. This is due to a number of reasons. Scientific activity is most often an attribute of the functioning of a university or research institute. The complexity of language and logic of scientific research makes it difficult for a school teacher to apply the research results. The scientific research itself is carried out for quite a long time. This reduces the dynamics of its implementation and the speed of response to emerging problems. The diversity of scientific periodicals, digital resources significantly reduces the opportunities to master advanced pedagogical knowledge.

It is known that popularization of science is an effective means to guide teachers in the diversity of scientific and pedagogical knowledge. Nowadays, the understanding of the purpose and forms of promotion require considerable revision. Traditionally, popularization has been aimed at educating the broadest public. Strategies of popularization are in publishing and distribution of large circulation of books, creation of popular scientific TV programs. Such strategies are no longer relevant today. Prospective technologies of popularization of scientific and pedagogical knowledge should be connected with the formulation of the content of this activity. It is necessary to clarify the target audience of popularization subjects. It is important to consider the most effective forms of its implementation in pedagogical practice. The goal of this article is systematization of perspective strategies for popularization of scientific and pedagogical knowledge, which have been spread, have shown their effectiveness and can be in demand in pedagogical practice.

The stated challenges and goal imply the use of a strategic planning methodology. We can identify the goals, objectives, content and effective technologies for such activities. We propose to discuss the results of the following technologies.
1. The use of emotionally intense language to represent scientific psychological and pedagogical knowledge.
2. The use of situational tasks, the solution of which implies the application of scientific psychological and pedagogical knowledge, in the process of professional development.
3. Providing the content of the implemented additional professional programs by scientific psychological and pedagogical knowledge.

The results of the study showed a positive trend in teachers' attitude towards scientific and pedagogical knowledge in general, an increase in the frequency of teachers' recourse to scientific sources of information, and a tendency to use scientific and pedagogical knowledge in practice. It is concluded that these results can serve as a basis for determining the content and promising technologies for popularizing scientific and pedagogical knowledge among teachers.

Keywords:

Popularization, conceptualization, pedagogical strategy, scientific psychological and pedagogical knowledge, school teachers.