Abstract
The article examines pedagogical communities and their typology through the lens of their inclusion in the process of continuous pedagogical education. The analysis of the works of Russian scientists dealing with the typologization of schoolchildren, students and teaching staff on various grounds allowed us to propose our own typology, uniting pedagogical communities included in the process of continuous pedagogical education. As the basis of the typology of pedagogical communities, the position to continuous pedagogical education as a necessary condition of pedagogical skill or a formal condition for the teaching profession and educational and professional strategies are highlighted. The author identifies four types of pedagogical communities: “Devotion to the Teaching Profession”, “Selection of Alternative Professional Pathways Related to Education”, “Retirement from the Teaching Profession” and “Uncertainty in Professional Strategy”. Each type possesses specific characteristics that differentiate one from another. Particular attention is given to the pedagogical community characterized by “Uncertainty in Professional Strategy”, which illustrates the issue of the outflow of young professionals from the educational sector in Russian pedagogical education.
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