PEDAGOGICAL STRATEGY FOR DEVELOPING TEACHERS' PSYCHOLOGICAL READINESS TO EXCHANGE KNOWLEDGE

The development of any individual, organization or state is associated with a high level of awareness and learning. The level of education is determined by the readiness to continuously acquire missing information and to transfer one's own knowledge. One of the conditions for profitability in today's economy is the internal training of personnel through knowledge exchange. Knowledge can bring not only intellectual but also material profit. However, schools, as basic institutions of knowledge transfer, note a lack of willingness among educators to exchange knowledge with each other. This is due to teachers' fears of losing their competitive advantages in the educational sphere, and the lack of management mechanisms to encourage teachers to exchange knowledge. As a result, teachers are stuck on traditional models of education, provoking conflict situations in schools and preventing the introduction of innovative mechanisms. Therefore, there is a need to develop the psychological readiness of teachers to exchange knowledge. The purpose of this article is to substantiate the pedagogical strategy for the development of teachers' psychological readiness for knowledge exchange. It aims to remove the internal and external barriers that prevent the intensive circulation of information within and outside the teaching staff. The methodological basis of the study is the principles of quality management in education, which correlate with the requirements of general quality management TQM (Total Quality Management). The pedagogical strategy for the development of teachers' psychological readiness for knowledge exchange includes three areas. The first area is related to the expansion of the ideas of the heads of general education organizations on measures to encourage teachers to exchange knowledge. The second area of the strategy is the formation of a favorable climate in the team, stimulating formal and informal communication of teachers. The third area is focused on the development of teachers' motivation for self-improvement through familiarization with positive practices of pedagogical success. The pedagogical strategy for the development of psychological readiness of teachers was tested in Russian schools (rural and urban) of the Ural region (12 schools in the Chelyabinsk region). The results of the diagnostics revealed the presence of 36% of teachers demonstrating a low level of psychological readiness for knowledge exchange from the general sample of teachers - 786 persons. The pedagogical strategy for the development of teachers' psychological readiness for knowledge exchange was implemented during 2019. It helped to increase the level of teachers' readiness for information contacts and reduce the share of teachers with low level of psychological readiness for knowledge exchange to 19%. The conclusion about practical applicability and positive effect of pedagogical strategy of development of psychological readiness of teachers for knowledge exchange is made. Three areas of the strategy can be useful in implementing innovative processes in other schools to improve the management literacy and pedagogical competence of school staff.