Коммуникативный портрет онлайн-педагога в эпоху глокализации

Abstract

The article presents the results of the analysis of the communicative portrait of an online-teacher, conducted as part of the study of distance learning discourse. The authors analyzed more than 30 recordings of practical classes in various disciplines related to the study of the English language in the distant format. As a result, four types of digital communicative portraits of a teacher were identified: virtual communicative portrait, non-verbal communicative portrait, emotive and cognitive communicative portrait, and professional and competent communicative portrait, their main characteristics are considered and the strategies underlying the creation of each type of portrait are explored. The current study was carried out in the context of studying the discourse of distance learning. Under distance learning discourse the authors mean a special form of interaction between a teacher and a student, occurring remotely, organized with the help of information technologies (the use of which can transform the emotional, mental and motivational components of the human personality), which also has a multimodal nature, making education more inclusive and accessible, and carried out with the direct methodological and program support of the educational institution in which the teacher works and the student studies. Speaking about the methodological support of an educational institution, the authors take into account the trend towards glocalization of academic course programs, aimed at creating meaningful connections between the global context and local culture, making education relevant and meaningful for students. The analysis made it possible not only to form a holistic idea of the digital communicative portrait of a teacher, but also to record modern requirements for a teacher working in the era of digitalization, glocalization and the development of distance learning.