Methodological Support for Educators: Recurrent Professional Development Perspectives In the Aspect of Distance Learning
Anna V. Molokova, Doctor of Sciences (Phd. in Pedagogy), Professor, Vice-Rector, ORCID https://orcid.org/0000-0002-1879-2937, Novosibirsk Institute for Advanced Training and Professional Retraining of Teachers
Nadezhda E. Bulankina, Doctor of Sciences. (Phd in Philosophy & Pedagogy), Associate Professor, Head of the Department of International Language Education, Professor, ORCID https://orcid.org/0000-0002-4291-6354, Novosibirsk Institute for Advanced Training and Professional Retraining of Teachers
Abstract. Introduction. The purpose of this article is to present an extended analysis of specifics of hybrid learning of a pedagogue in the aspect of novel value educational dominants in the frameworks of recurrent/ continuous education that finds itself at a unique moment that the public school system, as it is currently being constructed, simply isn’t delivering on its promise of educational excellence for all children, and both future and current teachers – particularly for those in the underserved COVID-19 pandemic circumstances of totality of distance and e-learning formats.
Materials and methods. State and regional documents on the national project ‘Education’, and its innovation initiatives, concepts and programs of educational and methodological complexes for both primary school, and international languages for both primary and secondary schools, are under consideration in this opus for methodological and theoretical substantiation of the comprehensive model of distance and e-learning that is considered a new approach that brings an improved result and is intended to prove the prior philosophical message of this research study concerning the possibility to create entirely new architectures within the existing architecture of the current system of advanced training and professional retraining of educators. The methods of critical analysis, statistics, and classification, modeling and programming, content analysis, search and longitudinal experiment, questionnaires, interviews, linguistic testing, diagnosis and teaching/learning /forming stages are intended to improve student/teacher achievement results.
Results of the study. This research includes several stages that cover the following positive outcomes of the comprehensive model under consideration and discussion: 1) both monitoring and neutralizing regional professional deficits, 2) both creation and correction of modular additional educational programs for teachers that cover Pedagogy, Knowledge Content and Technology of distance and e-learning in the aspect of axiological approach, 3) favorable educational spaces to perform facilitation function of the tutors in full. Finally, the article presents a series of recommendations designed to encourage the teachers who can improve the learning conditions of the innovative educational context building new virtual spaces through different platforms that give grounds to serve an existing population in radically different ways, and to find ourselves at a unique moment of broad consensus with the public.
Conclusion. Based on the analysis of current philosophy and methodology of training and retraining of educators in the aspect of their professional skills and competences, the authors of this study confidently state that the learners find themselves equipped to live in a world that no longer exists, and innovation in education merely is not for the sake of novelty but it is intended to increase student/ teacher achievement results.
Keywords: pedagogue, distance learning technologies, e-learning, methodological support, upgrading, novel value educational dominants, cultural self-determination of an individual (CSD)
For citation: Molokova A. V., Bulankina N. E. Methodological Support for Educators: Recurrent Professional Development Perspectives In the Aspect of Distance Learning. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2020; 14(4): 648-657. DOI: 10.32343/2409-5052-2020-14-4-648-657