Innovative Pedagogical Experiences as a Key Factor of Professional Advancement

A modern teacher has to work on professional self-improvement throughout his/her life in order to be worthy of the high title of “teacher†; therefore, he/she must constantly master the technologies of generalization and dissemination of innovative pedagogical experience. Research Methods: To address the research problems, research methods including analysis of the products of teachers’ activities, survey, analysis, synthesis, comparison, generalization of empirical data, questioning, expert evaluation, and statistical data processing were used. Research Results: In this study, the dissemination of such experiences in the process of upgrading teacher’s pedagogical qualification was positioned as a purposeful assistance in creating and applying the integrated unity of three spaces: educational, educational-reflexive, and social-practical. Discussion: The andragogical support of school teachers, who master innovative pedagogical experiences, should be organized proceeding from the andragogical approach to the educational process, which actualizes the principles of independence, taking into account the experiences of students, the application of learning outcomes to a specific situation, the intensification of the need for education. Conclusion†. The main differences between teachers working in schools and gymnasiums are manifested in a higher level of dissemination activity on the part of  gymnasium teachers, which is related to the requirements to the staff in this institution and to personal characteristics of teachers who are more focused on creativity and the introduction of innovations into the pedagogical process.