THE COMPREHENSION OF THE PHENOMENA “NETWORK EDUCATIONAL INTERACTION” AND “NETWORK PERSONALITY” IN THE PEDAGOGICAL CONSCIOUSNESS

Abstract

The article introduce the results of a survey of members of the pedagogical community, scientists and practitioners of education, participants in the international scientific and practical conference “Network Educational Interaction in the Training of an Information Society Teacher” held on October 25–26, 2019 at the Far Eastern Federal University. The issues discussed are part of a study aimed at finding mechanisms to solve the problem of organizing the process of preparing teachers for educational interaction with a new character (network personality) in new sociocultural environment (environment of the information society). The purpose of the questionnaire was to comprehend the content of such categories as “educational interaction” and “network personality”. Processing the results of the questionnaires in the aspect of the dialogue culture made it possible to identify the semantic content of the category “network educational interaction”, an understanding of which is necessary for organizing the process of preparing pedagogues for dialogue with various individuals in complicated socio-cultural conditions. The survey was attended by 158 participants, not only domestic, but also representatives of global pedagogical science and practice. The Russian pedagogical community included participants of the Far Eastern region, the Central Federal District, the Ural Federal District, the Lugansk People’s Republic, etc., the foreign community – representatives of the People’s Republic of China, Finland, Holland, the Czech Republic, Australia, Malaysia, Vietnam, etc. The survey participants represented different areas of education; pre-school, general education, higher education with different pedagogical experience (from young – up to 5 years, to teachers with an experience of more than 25 years), occupying various positions (educators, teachers, lecturers, representatives of the administration). The results (reception of correlation of answers) made it possible to identify differences in the understanding of the categories “network educational interaction” and “network personality”. The nature of the differences and the semantic content of these categories are discussed in this article.