Abstract:
School-laboratory is a specially organized group of teachers of one school who want to
master innovative activities, willing to make changes in their own professional activities. As a
result of this rotation, the needs of each teacher are satisfied in the continuous and individualized
nature of vocational training in conditions of advanced training, as well as in the ability to build
a new model of productive learning for each student in practice. This approach takes into account
the age (experience degree), psychological and pedagogical, and individual characteristics of the
adult learner in advanced training. This is important when each student has the right to choose
organizational forms, means, teaching methods, also the degree of immersion in innovative
practice and the theory he/she is involved in. On the one hand, this kind of training is individual
in its nature in the system of advanced training, and on the other hand, there is a collective
reflection (collective thought activity) in resolving emerging difficulties in practice, in search of
a way out of emerging situations, in general, in resolving various problems related to teaching
activities.
The article deals with the concept of a collective way of learning, the technological aspect. Using the technology of communicative mutual learning, we include the natural structure of learning - dialogic pairs in the educational process. Based on the results of scientific research, the main vector of the further progressive development of education is proposed, associated with the transition to a collective way of teaching.
