The Theoretical Basis For Determining The Potential Of School Pedagogical Communities

Abstract

The teachers’ professional skills development in the school is an urgent problem, which is the subject of pedagogical, psychological and sociological researches. In the Russian Federation the special attention is paid to the teacher’s professional development as an educator. It leads to the necessity of the formation of his personal and professional positions as an educator. So, the purpose of the article is to identify theoretical approaches to the determination of the pedagogical communities’ potential in the teacher’s professional skills development as an educator. Because of the analysis of the scientific literature, it was revealed that the school’s pedagogical communities’ potential could be determined by using systemic, interdisciplinary, comparative, phenomenological, andragogical, axiological, environmental and ambivalent approaches. External and internal factors were presented, both facilitating and hampering the teacher’s professional skills development as an educator. Also, the article provides the justification that the factor of the teacher’s professional development as an educator is a special type of professional community, which is a being general community, created on the common value-semantic basis and joint activity of its participants.