Igor V. Osokin

The relevance of the study is due to the fact that the effectiveness of the development of methodological and other components of professional competence depends on various aspects of educational organizations functioning (resources, personnel, contingent, external environment, etc.). At the same time, the dependence on these factors is especially significant for schools with low educational results. These aspects are taken into account within the framework of the implementation of personalized support for the development of teachers' methodological competence. In this regard, the problems of the study are the factors influencing the educational achievements of students in schools with low educational results, which must be taken into account when implementing a personalized approach to teachers’ advanced training. The aim of this study is to analyze the potential of personalized support for the development of methodological competence of teachers at schools with low educational results. The main part presents an analysis of scientific literature on the problem of studying the professional competences of teachers and the relationship of professional and personal characteristics of teachers with the learning achievements of schoolchildren. The essence, concept, levels of development of teachers' methodological competence, the main forms and methods of studying teachers' competences used by domestic and foreign scientists are described. The results of the study showed the effectiveness of using a personalized approach to the development of methodological competence of teachers at schools with low educational results. The theoretical significance lies in the fact that the article analyzes scientific approaches to the study of teachers' methodological competence, clarifies its content and structure for teachers at schools with low educational results. The practical significance lies in the fact that the developed model of personalized support for the development of professional competences of teachers at schools with low educational results opens up fundamentally new opportunities for building a system of adult education according to individual educational programs and organizing individual training sessions and routes.