Social and pedagogical support for self-developing teachers in crisis periods of professional activity

Introduction. In modern society, the social demand for self-developing teachers capable of dynamic changes is being actualized. The process of professional self-development is carried out in the digital environment of education and is accompanied by the emergence of crises, in connection with which teachers, as subjects of activity, need social and pedagogical support. The purpose of the study: theoretical, methodological and empirical substantiation of socio-pedagogical support and the development of content and technological support for professional self-development of a teacher in crisis periods in the digital environment of education. Methodology, materials and methods. The research is based on the humanistic paradigm, as well as the integration of the principles of subjective, integrative, systemic, acmeological, axiological, ecological and activity-based methodological approaches. 142 teachers from educational institutions in Krasnodar and Krasnodar Territory (Russian Federation) participated in the study. Research methods: questionnaire, correlation analysis, Student's t-test. The results of the study. The positive dynamics of the high level of teachers' desire for self-development from the stage of the adaptator (42,6%) to the stage of the master (71,4 %) has been established. Professional crises occur at all stages of one's own development, but with the greatest probability in the most ablebodied periods of pedagogical activity (international – 59,5%, master – 50%). Socio-pedagogical support for a self-developing teacher is relevant both at the stage of adaptation (80,9%) and for experienced mentors (30,4%). The content and technological support of the process of professional self-development of a teacher includes the design of technology for socio-pedagogical support, as well as the development on this basis of programs for the implementation of individual professional development trajectories. The effectiveness of social and pedagogical support amounted to more than 90% of the maximum assessment. Conclusion. As a result of the research, the necessity and features of external socio-pedagogical support for the subjective process of professional self-development of a teacher in crisis periods in the digital environment of education are substantiated. The developed content and technological support for this process is reproducible and makes it possible to increase the effectiveness of professional self-development, which is the novelty and practical significance of the study.