Elena Babkina

The relevance of the research presented in the article is determined by the need for theoretical justification and practical development of the content and forms of a modern teacher’s world outlook training in the conditions of educational paradigm change. The lack of such training in modern conditions generates ideological dissonance, contradictory professional pedagogical guidelines of a teacher, unwillingness to reveal for students personal reasons of learning. The purpose of the research is to study the characteristics of a contemporary teacher outlook, to develop and test the methodology for organizing teacher's world outlook training in a general education organization. The main method of investigation was the method of diagnostic situations, with the help of which the characteristic properties of the investigated phenomenon were detected, fixed and changed in real action. The result of teacher's world outlook training organization was the theoretical and practical readiness of the teacher to show for students personal reasons of learning. Theoretical readiness of a teacher was ensured by mastering the basic axiological principles, understanding the values and meanings of modern education and pedagogical profession. Practical readiness was achieved in the process of discussions, debates, case studies by teachers, complex psychological and pedagogical situations resolving and the development of subject-oriented pedagogical technologies. The qualitative result of a teacher's world outlook training is the clarity of his pedagogical position, confidence in the relationship with students, the combination of pedagogical requirements and humane attitude to students. The quantitative result of world outlook training is an increase in the number of school teachers who take the initiative in their professional activities, reducing the number of problem situations with students. Theoretical and practical significance of the research is that the proposed methodology for organizing teacher's world outlook training in general education organization allows the teacher to identify and resolve his world outlook dissonances.