FUNCTIONS OF A TEACHER AS A PARTY OF ANDRAGOGICAL INTERACTION WITHIN FURTHER PROFESSIONAL TRAINING OF THE TEACHING STAFF


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Abstract

Ideas of teachers’ continuous professional development essentially affect the organization of the process of teachers’ retraining in general and professional skills development of instructors-andragogists involved in implementation of professional advanced training programs, in particular.

Based on the content-analysis of scientific publications on the issues of teachers’ retraining, the author concludes that implementation of andragogical interaction of the parties in the process of teachers’ advanced training is associated with the emergence of new challenges and calls on the teaching staff to possess professional competence, methodological readiness to implement new functions. The paper studies the problem of determination of professional position of the instructors-andragogists, their functions as the parties of andragogical interaction in the process of teachers’ retraining. The author formulates her own definition of the concept “professional andragogical position of an instructor of teachers’ retraining”. The work reveals the structure of professional andragogical position of the instructor of teachers’ professional retraining. The factors determining professional andragogical position of the instructor in professional retraining are substantiated. Given the specificity of the process of professional retraining and characteristics of the trainees, the author identifies the specific role-based positions of the instructor as the party of the educational process within professional development of teachers, in particular: the curator, the interlocutor, the supervisor, the tutor, the consultant, the co-author, the facilitator, the moderator, the coach, the expert and the mentor. The paper contains an expanded and substantiated list of the role-based positions, describes the functions of the instructor as the party of andragogical interaction in the process of teachers’ professional retraining. The results are presented of andragogical activity self-evaluation of the instructors involved in the professional retraining of teachers.

These findings can be used in implementation of additional professional programs of professional retraining of teachers.

About the authors

Maria Aleksandrovna Kazakova

Institute of Educational Development of Omsk region, Omsk

Author for correspondence.
Email: kazakova_m@irooo.ru

Vice-rector for organizational and methodological activity and external affairs

Russian Federation

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