I. Rezanovich, E. Rezanovich, D. Ilyasov, S. Aliukov

South Ural State University (RUSSIAN FEDERATION)
Currently, the observed surge in creative activity among teachers of higher education is acquiring a mass character. At the same time, often the experience and the result of its generalization require qualitative improvement and development. Some scientists and practitioners of higher education unanimously point out that the emergence and development of innovations is accompanied by a certain "recipe" and "rituality" in the treatment of theory, that reduces the meaning of experience, gives it scientific character and, therefore, does not fundamentally improve the effectiveness of pedagogical influences in introducing this experience into practice. Therefore, the aim of our work is to create a mechanism for conceptualizing the pedagogical experience, which will make it possible to make managerial decisions about the advisability of further broad-casting of this experience, as well as the development and reproduction of it by other teachers in other conditions in subsequent periods.

The methodological basis of this development is the theory of thought-activity by G. Shchedrovitsky, the theory of self-learning organization by P. Senge, as well as professional standards of pedagogical activity of teachers of higher education. The article proposes the process of conceptualizing the professional experience in the form of stages that will reflect transition from fixing events and facts to identifying trends and relationships, and then to building models and systems (three levels of knowledge of the objective reality of P. Senge). Each stage of conceptualization is a higher level of theoretical comprehension of pedagogical experience. It is proved that the conceptualization of pedagogical experience can be carried out at several levels of theoretical generalization. In this connection, we present: content, forms of studying pedagogical experience and forms of conceptualization for each level. The article compares traditional forms of professional development and the form reflecting the theory of a self-learning organization. The idea of intra-organizational further training is consistently proved, which is that the effectiveness of the activity of an educational institution depends not so much on accumulation and use of already found methods of pedagogical influence, rather than on development of the skills of teachers to solve the emerging issues independently, on the ability of teaching staff to learn from your own experience.

The experience of using the developed mechanism in South Ural State University (Chelyabinsk, Russia) for two years has shown the promise of its usage in the system of continuing education. In the opinion of the heads of the departments, the quality of the training has improved, the methodological developments have become more diverse. In the opinion of 28% of teachers (trained), the creation of their own educational development has ceased to be their problem.