METHODOLOGICAL SUPPORT OF PEDAGOGICAL EXPERIMENTS AS AN ORGANIZATIONAL CONDITION FOR APPLIED RESEARCH IN EDUCATIONAL INSTITUTIONS

Abstract

The article examines the theoretical and methodological foundations for organizing applied pedagogical research in contemporary educational institutions. The relevance of the study is determined by the need to systematize innovation processes and enhance teachers’ research competence in the context of ongoing educational transformations. It has been established that the pedagogical experiment constitutes the core component of applied research conducted within educational institutions. The study substantiates the role of scientific-methodological and subject-specific methodological support as a fundamental organizational and pedagogical condition that minimizes the risks associated with the implementation of educational innovations while ensuring the validity of experimental data. Furthermore, the article specifies the stages of methodological support for pedagogical experiments and characterizes the forms of collaboration between researchers, methodologists, and teaching practitioners, including laboratory schools, professional training programs, and pedagogical supervision. The main outcome of the study is the development of an integrated management model for the experimental activities of educational institutions. The proposed model coordinates the efforts of school administrators, academic supervisors, and teachers, thereby facilitating the translation of theoretical concepts into effective educational practice.

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