PROSPECTS FOR THE DEVELOPMENT OF THE THEORY AND PRACTICE OF STUDYING PEDAGOGICAL EXPERIENCE IN THE CONTEXT OF INNOVATIVE PROCESSES

Abstract

The article examines a problem of contradiction between innovative processes initiated in secondary vocational education and existing methodological approaches to studying pedagogical experience. The article is dedicated to a comprehensive study of the analytical activities of teachers in vocational educational organizations under modernization conditions. The objective of the article is to analyze the study of pedagogical experience characterizing teachers’ activities and to identify its prognostic potential. The methodological foundations used include Ya.S. Turbovsky’s diagnostic concept, the systems approach, as well as the principles of linearity and nonlinearity of processes in education. The author concludes that the prospects for the development of theory and practice are linked to reorienting methodological support towards forming mechanisms for reflexive management of one’s own professional development. The idea is substantiated that it is necessary to supplement the essential characteristics of experience with a prognostic component. The research results can serve as a theoretical foundation for further methodological and scientific research work in the field of pedagogical sciences.