Galina Viktorovna Novikova

The article from the perspective of interdisciplinary approaches of synergy and work psychology justifies the role of the self-organization of the teaching staff in increasing the effectiveness of the teaching and educational process. Some problematic aspects of the digitization of the school system are addressed. Among the problematic issues are the complexities of interpersonal interaction in the system «teacher – pupils», the design and efficiency of educational process in the digital educational environment, the problem of organization of inclusive education, and the problem of professional burnout and professional destruction of teachers, which not only complicates but makes it impossible to solve many pedagogical problems. As a solution to the problems associated with the organization of the training process in digital educational environment, it is proposed to increase the awareness of managers and researchers of the educational communities in terms of their self-organization, achieving an agreed level of performance with a common goal of joint pedagogical activities

The research describes the activity theory by N. F. Talyzina from the point of view of the most effective training of a modern teacher to professional activity. The urgent task of building a nationally oriented education system in Russia will be solved based on the experience and traditions of Russian pedagogy. The theory of the step-by-step formation of mental actions and concepts, created by P. Ya. Galperin and the development of this theory in the works of N. F. Talyzina give future teachers theoretical knowledge in the field of pedagogical psychology and ensure their readiness to teach schoolchildren and students because this direction of the domestic activity approach is most fully developed in the practical aspect. This research describes the advantages of studying the activity theory of teaching by teachers as compared with traditional courses in pedagogical psychology. Activity theory of N. F. Talyzina gives future teachers the knowledge and guidelines necessary for designing the training session, such as the form, generality, deployment, and mastery of educational action; general and special cognitive actions; characteristics of the main stages of the process of learning mental actions and concepts; formation of methods of cognitive activity of students.