Abstract
The relevance of the research is expressed in the study of the impact of changes in society on pedagogical reality and in determining the directions of its transformation. The purpose of the paper is to identify the professional challenges of the teaching profession and to substantiate the need to revise the basic functions of teaching activities. The research methods are: theoretical analysis of factors influencing the teaching profession; synthesis and interpretation of data on the characteristics of the activities of the subjects of the educational process, difficulties, and opportunities of pedagogical interaction. The result of the research is revealed in the substantiation of the provisions on advanced professional training of future teachers at the university, the formation of their pedagogical picture of the world. The conclusion about the need for future teachers to master the norms of the pedagogical ethos has been made, and the stages of this process have been provided. The scientific novelty of the research lies in the enrichment of the theory of pedagogy with knowledge about the value foundations and the content of pedagogical activity in a society of high modernity; new functions of pedagogical activity; features of the development of teaching practice. The practical significance is seen in the possibility of using the paper materials for further research; studying the processes of teaching, upbringing and development in new conditions; development of training materials for university students and students of advanced training courses.
Highlights
Today, the thesis that society has become different, that it has changed rapidly and differs from what it was 30-50 years ago
British sociologist Anthony Giddens defines it as a society of “high modernity”, which is characterized by the separation of space and time, which is expressed in the virtualization of social actions, extracting them from their usual context, free movement in the widest space-time framework [2]
The problem associated with the need to answer the question of how the pedagogical reality is changing in such a society, what are its new contexts, what professional challenges the teacher should be ready for and how he/she can respond to them is actualized
Summary
The thesis that society has become different, that it has changed rapidly and differs from what it was 30-50 years ago British sociologist Anthony Giddens defines it as a society of “high modernity”, which is characterized by the separation of space and time, which is expressed in the virtualization of social actions, extracting them from their usual context, free movement in the widest space-time framework [2]. − eclecticism, expressed in a mixture of styles, images, ideas; in vivid subjectivity, originality, and uniqueness that cannot be repeated. In these conditions, the problem associated with the need to answer the question of how the pedagogical reality is changing in such a society, what are its new contexts, what professional challenges the teacher should be ready for and how he/she can respond to them is actualized. It is required to understand, on the one hand, what experience and developmental features of modern children a teacher can and should take into account when organizing the process of education and upbringing, and, on the other hand, what means he/she has to improve the child's achievements and to support his/her general well-being
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