Keywords
rural schools
distance learning
structural-functional model
pedagogical conditions
digitalization
How to Cite
Abstract
The article substantiates the concept and the need to introduce a model of professional development of natural sciences teachers in rural schools in the context of distance educational process in the conditions of digitalization of the domestic school education system, the risks associated with the pandemic, determining its impact on the educational process in rural schools in today's realities. The article reveals the pedagogical conditions of professional development of natural science teachers of rural schools in the conditions of distance educational process. The structural-functional model of this study is developed and experimentally checked, which contains three interconnected blocks.
The methodological-target block reflects: purpose; concepts; methodological approaches; general pedagogical principles; specific principles.
The content-technological block contains pedagogical conditions of professional development of natural science teachers of rural schools in the conditions of distance educational process (online coordination of the process of professional development of natural science teachers of rural schools in the conditions of remote work of centres of professional development of pedagogical workers based on technology “DDI” (disclosure, development and implementation); intensification of activity of the centres of professional development of pedagogical workers on the basis of pedagogical technologies of resource-oriented training of natural science teachers of rural schools and network cooperation; introduction of the author’s special course “Digitalization of the educational process” as an open learning environment for the continuous development of natural science teachers of rural schools), as well as forms and methods of teaching pedagogues and their professional development.
The diagnostic-effective block reflects certain criteria (cognitive-digital, activity-effective and personal-evaluative); low (reproductive), medium (reproductive-creative), high (productive-creative) levels of professional development of natural science teachers in rural schools in the conditions of distance educational process and the expected result from the implementation of the structural-functional model.
The results of the study allowed to state the positive, statistically significant dynamics of professional development of natural science teachers of rural schools in the conditions of distance educational process in the experimental group.
References
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