MOBILITY AS A PROFESSIONAL QUALITY OF A TEACHER IN DISTANCE LEARNING
DOI: 10.23951/1609-624X-2018-7-108-113
In the article the phenomenon of mobility as one of the components of the professional competence of the contemporary teacher is considered. The importance and structure of professional mobility of the teacher is investigated. The level of readiness of the teacher to learn new content of professional activity depends on the ability of the teacher to respond flexibly and quickly to the ever-changing information environment of students. This phenomenon updates professional mobility development of the teachers. The results of scientific research and the functions of professional activity of the teacher fixed by the standard of the teacher are compared. The structural components of professional mobility of distance learning teachers are identified: professional dynamics, intellectual lability, innovation. The pedagogical conditions for the formation of professional mobility of the distance learning teacher are determined. There has been a research conducted on determining innovative creative aspect of teacher activity, the level of innovative potential, the capability to accept innovations, the difficulties caused by them in working under the changing circumstances. The interview results and diagnostic researches done by the teachers are being analysed. The results of the study of readiness of teaching staff to teach children in the remote mode are provided. The structure of the complex educational program for the formation of the competences of teachers of distance learning is substantiated. Under the circumstances of distance learning such specialists as teachers of Psychology, Pedagogy, methodologists of distance learning organization, IT programmers, managers, web designers, medical staff must be involved into the process of teacher training. Certain conclusions have been made on the correlation of the professional mobility development which is the condition for the teachers effective activity and his or her professional skills, personal qualities such as aspirations for self-education, setting goals, ways of achieving, targets, efficiency, emotional empathy.
Keywords: professional mobility, individual educational route, distance learning, competence of distance learning teacher, teacher’s functions
References:
1. Natsional’naya obrazovatel’naya initsiativa “Nasha novaya shkola”. Ukaz Prezidenta RF no. 271.04.02.2010 [National educational initiative. Our new school. Pres idential Decree No. 271, February 4, 2010] (in Russian). URL: https://minobrnauki.rf/%D0%B4%D0%BE%D0%BA%D1%83%D0%BC%D0%B5%D0%BD%D1%82%D1%8B/1450 (accessed 14 July 2018).
2. Adams Becker S., Cummins M., Davis A., Freeman A., Hall Giesinger C., Ananthanarayanan V. “Otchet NMC Horizon: vyssheye obrazovaniye – 2017” [The NMC Horizon report: higher education – 2017]. Austin, Texas, The New Media Consortium Publ., 2017 (in Russian). URL: https://www.nmc.org/publication/nmc-horizon-report-2017-higher-education-edition-russian/ (accessed 14 July 2018).
3. Terlou K. Trendy, menyayushchiye prostranstvo obrazovatel’nykh tekhnologiy: vyzov vysshemu obrazovaniyu [Trends th at change the space of educational technologies: a challenge to higher education]. CeesTerlouw, Saxion University of Applied Sciences, The Netherlands: doklad na seminare [Cees Terlouw, Saxion University of Applied Sciences, The Netherlands: report at the seminar “Actual research and development in the field of education”]. Moscow, Institute of Educational Development of the HSE Publ., 2012 (in Russian).
4. Professional’nyy standart pedagoga (Kontseptsiya i soderzhaniye) [Professional standard of the teacher (concept and content)] (in Russian). URL: https://minobrnauki.rf/%D0%B4%D0%BE%D0%BA%D1%83%D0%BC%D0%B5%D0%BD%D1%82%D1%8B/3071/%D1%84%D0%B0%D0%B9%D0%BB/1734/12.02.15 (accessed 14 July 2018).
5. Аtlas novykh professiy. Аgentstvo strategicheskikh initsiativ [Atlas of new professions. Agency for strategic initiatives]. Moscow, Skolkovo (in Russian). URL: http://atlas100.ru/future/ (accessed 16 July 2018).
6. Kalinovskiy Yu. I. Razvitiye sotsial’no-professional’noy mobil’nosti andragoga v kontekste sotsiokul’turnoy obrazovatel’noy politiki regiona. Dis. dokt. ped. nauk [Development of socio-professional mobility of adult educators in the context of social and cultural educational policy in the region. Diss. doc. ped. sci.]. Saint Petersburg, 2001, 470 p. (in Russian).
7. Zeer E. F. Psikhologiya professiy [Psychology of professions]. Moscow, Аkademicheskiy proekt Publ., 2003. 336 p. (in Russian).
8. Neprokina I. V., Stepanova I. А. Professional’naya mobil’nost’ pedagogov kak neobkhodimoye usloviye modernizatsii sovremnnogo doshkol’nogo obrazovaniya [Professional mobility of teachers as a necessary condition for the modernization of modern preschool education]. Molodoy uchenyy, 2015, no. 23, pp. 993–995 (in Russian). URL: https://moluch.ru/archive/103/23772/ (accessed 18 July 2018).
9. Zeer E. F. Mnogoznachnost’ fenomena “mobil’nost’” v professional’nom obrazovanii [The ambiguity of the phenomenon of “mobility” in vocational education]. Sotsial`no-professional`naya mobil`nost` v XXI veke: sbornik materialov i dokladov mezhdunarodnoy konferentsii [Social and professional mobility in XXI century: collection of materials and reports of the international conference]. Yekaterinburg, 2014. Pp. 30–36 (in Russian). URL: http://elar.rsvpu.ru/bitstream/123456789/670/1/spm_2014_04.pdf (accessed 18 July 2018).
10. Аmirova L. А., Аmirov А. F. Razvitiye kachestv mobil’noy lichnosti na etape doprofessional’noy sotsializatsii [Development of mobile personality qualities at the stage of pre-professional socialization]. Ufa, Vagant Publ., 2011. 194 p. (in Russian).
11. Kovaleva А. I. Professional’naya mobil’nost’ [Professional mobility]. Znaniye. Ponimaniye. Umeniye – Knowledge. Understanding. Skill, 2012, no. 1, pp. 298–330 (in Russian).
12. Аrkhangel’skiy А. I. Formirovaniye professional’noy mobil’nosti u studentov v protsesse obucheniya v tekhnicheskikh vuzakh. Dis. kand. ped. nauk [Formation of professional mobility of students in the process of training at technical universities. Diss. cand. ped. sci.]. Moscow, 2003. 146 p. (in Russian).
13. Robert I. V., Panyukova S. V., Kuznetsov А. А., Kravtsova А. Yu. Informatsionnye i kommunikatsionnye tekhnologii v obrazovanii: uchebnometodicheskoye posobiye. Pod red. I. V. Robert [Information and communication technologies in education: teaching aid. Edited by I. V. Robert]. Moscow, Drofa Publ., 2008. 312 p. (in Russian).
14. Pozdeeva S. I. Razrabotka kontseptsii otkrytogo professionalizma pedagoga kak issledovatel’skaya zadacha [Development of the concept of open professionalism of a teacher as a research problem]. Vestnik Tomskogo gosudrstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2016, vol. 1 (166), pp. 88–90 (in Russian).
15. Stepanov S. Yu., Pokhmelkina G. F. Problemy refl eksivno-tvorcheskoy pedagogiki [Problems of refl exive and creative pedagogy]. Razvitiye tvorcheskoy lichnosti v usloviyakh nepreryvnogo obrazovaniya [Development of a creative person in a continuous education]. Kazan, 1990. Vol. 3. 224 p. (in Russian).
16. Solov’ev T. S. Diagnostika innovatsionnogo potentsiala pedagogicheskogo kollektiva [Diagnostics of the innovative potential of the teaching staff]. Spravochnik zamestitelya direktora shkoly, 2008, no. 1, p. 56 (in Russian).
17. Matyushkina M. D. Otsenka innovatsionnogo potentsiala obrazovatel’nogo uchrezhdeniya [Estimation of innovative potential of educational institution]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2015, vol. 8 (161), pp. 21–26 (in Russian).
18. Struktura IKT-kompetentnosti uchiteley. Rekomendatsii YUNESKO [Structure of ICT competence of teachers. UNESCO recommendations]. UNESCO. Frace, Pari s, 2011. 95 p
( 452.19 kB ) 
( 445.84 kB )
Issue: 7, 2018
Series of issue: Issue 7
Rubric: GENERAL AND ADDITIONAL EDUCATION
Pages: 108 — 113
Downloads: 823