Abstract
This article considers approaches to the strategies and tactics of the methodological support for modern teachers’ activity in the frameworks of the National Project on Education as seen and presented via innovation humanitarian practices in the current professional community of the Regional Destination (Novosibirsk, Russia). Of particular theoretical and practical significance is the identification of the degree of objectivity and safety of the rationale of Tutoring within a network of consulting centers to provide methodological support for assessing the quality of professional skills and knowledge of educators of the Lifelong Learning stage. The empirical array is the regional centers’ activity in the aspect of functional literacy of the participants as the main message of theory, practice and provisions of the comprehensive axiological model of the regional information and education spaces. The conclusion is made on inconsistency of personalized teaching and learning as well as on management of continuing education.
Highlights
Having entered the era more flexibly to individual learners’ needs and changing market of digitalization over the last two decades the professional development of a teacher in the frameworks of classical education has changed into the problem of informal continuing education and lifelong learning; this has radically generated significant public and political anxiety, and has led to an intense focus on factors believed to influence the academic achievement of school and university students [1,2,3]
The most flexible educational structure that allows for timely response to the emerging professional and educational needs of the teacher is the system of professional retraining and advanced training
This is primarily due to the ability to respond to changing attitudes in pedagogical concepts and approaches, and is provided through up-to-date methodological support, the creation of popular pedagogical practices and the development of innovations
Summary
Having entered the era more flexibly to individual learners’ needs and changing market of digitalization over the last two decades the professional development of a teacher in the frameworks of classical education has changed into the problem of informal continuing education and lifelong learning; this has radically generated significant public and political anxiety, and has led to an intense focus on factors believed to influence the academic achievement of school and university students [1,2,3]. The problems associated with the professional development (PD) of a teacher have always been in the focus of increased attention from both the society and academic Scholarship due to a radical change in the educational paradigm It addresses practices of teachers’ requirements that manifest in multiple ways, and in the aspect of goals, management, programming, planning, teaching and learning, differentiation, from research to professional degrees, modules, work alongside their studies, i.e. pluralism in many areas and aspects. Actual issues of continuing education, education for life, and the problem of Lifelong learning for the youth and adults are under system and axiological levels In these articles, the authors see their humanistic mission in motivating them to innovations, changes, and consider the definitions and criteria for evaluating the efficacy of public and municipal mentors and tutors, identification of the motivational factors of their activities within management by goals, of the graphic rating scale, of ‘forced’ selection, the descriptive method, and the method of questionnaires. The goal of the opus is to present a comprehensive model of dominant values of professional development of a teacher in terms of axiological approach to the formation of safe information and communication spaces and provisions for lifelong learning of a person
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