The role of the facilitator in the context of subject-subject pedagogical communication

Abstract

The article is devoted to the problem of pedagogical facilitation. The dominant role of information technologies, the transition to mixed (face-to-face-distance) learning, the necessity to create a safe educational environment, caused by the full-scale war of russia against Ukraine, determine the urgent need for the teacher to master a new role - the facilitator. It is substantiated that pedagogical facilitation is the effect of pedagogical interaction that occurs in subject-subject communication, the essence of which is to actualize personal creative potential, improve the productivity of interaction by facilitating the process of educational and professional activity. Determinants of the specified process are a special style of interaction, the presence of the teacher's personal qualities that determine the possibility of performing the role of facilitator. It has been proven that the most acceptable professional position of a teacher is a partner position, since it is a position that gives the opportunity to implement the principle of equality (subjectivity). In order to realize the professional role of a teacher-facilitator, it is important to be aware of social expectations: a dignified attitude to the student's personality as the highest value, centering in pedagogical activity on the needs of the student and on the realization of one's own professional need for self-development, self-improvement, establishing harmonious relationships on the basis of morality and spirituality. The content of the activity of a teacher-facilitator is to create a psychological atmosphere, an intellectual field, to observe the activities of students, to model the interaction of students, and to activate their activities. The congruence, acceptance and empathy of the teacher will contribute to the formation of trusting relations between the teacher and the students, which is a guarantee of the opportunity for each partner to manifest his own subjectivity.