Pedagogical Foundations Of Informal Education Of Medical University Teachers

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Globalization and rapid development of medical technologies provided teachers of medical universities with opportunities for lifelong learning. These opportunities are available in the framework of traditional training courses and non-formal and informal educational institutions. Opportunities for professional development of a university teacher are provided by informal education which underlies is a basis for successful non-formal and formal types of lifelong education of teachers. The basis of successful informal education of a university teacher is professional autonomy based on deep understanding of the educational context and readiness to respond to challenges of the educational environment, acquiring new knowledge and competencies. One of the effective ways for developing professional autonomy and skills of informal education is to train teachers by creating a special space for a pedagogical dialogue. Within the higher medical education, conditions for the dialogue of teachers can be created by establishing professional communities that implement informal education principles and stimulate the growth of the level of professional autonomy of teachers which allows teachers to search for new ways of personal and professional self-development. Informal education based on professional autonomy can form a basis for a new personal-conditioned, flexible, evolving and responsive to global and regional changes in the system of personal-professional development of a medical university teacher. The purpose of this article is to investigate the pedagogical basis of informal education of a medical university teacher. The problem was discussed at scientific and methodological conferences with participation of representatives of departments of foreign languages of Russian medical universities.