Ролевая структура профессиональной деятельности педагога высшей школы в условиях цифровизации образовательной среды

Abstract

In the context of changing the paradigm of vocational training, teachers of higher education are faced with new requirements related to changes in the content of the pedagogical process and new functions that teachers need to master in the context of the introduction of systemic and integrated learning technologies. The elements of the educational environment form a whole range of new forms of activities that a modern teacher must implement in the educational process. The current conditions determine the emergence of contradictions, the resolution of which requires the study of a new role structure of professional pedagogical activity. The purpose of the publication is to present the results of a study of the role structure of pedagogical activity in higher education, to identify areas of gaps in the expectations and assessments of the existing role structure of teachers on the part of students and in the assessments of the teachers themselves. The sample of respondents-teachers consisted of more than 70 people, as well as more than 200 people - students of various areas of training at universities in Novosibirsk. The methodological basis of the study is the principles of the subject-subject approach in pedagogy, a number of developments of domestic researchers dedicated to the formation and development of open education in the Russian Federation, as well as the evolution of the teacher's role set in connection with changes in the pedagogical paradigm of higher education). In the process of collecting empirical material, the author's standardized questionnaire was used to identify the types of roles of a modern teacher. As a result of the study, the predominant types of roles in the professional activities of teachers of higher education were identified, a comparison was made in the areas of training, gaps were identified in relation to the existing role structure in the views of teachers and students, as well as between the expectations that students have and those roles that today demonstrated by teachers in the learning process. The novelty of the study lies in the empirical substantiation of the role model of a higher education teacher, determining the most relevant roles and identifying those problem areas that require systematic and targeted work on self-development and professional development of higher education teachers.