Scientific journal
Научное обозрение. Педагогические науки
ISSN 2500-3402
ПИ №ФС77-57475

Personal portfolio

THE MODEL OF MAINTAINING TEACHERS’ READINESS FOR THE PEDAGOGICAL COMMUNICATION IN THE INTERNET-SPACE

Efimenko T.I. 1
1 Transbaikal Mining College named after M.I. Agoshkov
The article presents the theoretic basis for the structural functional model of maintaining teachers’ readiness for the pedagogical communication in the Internet-space. The structure of the model includes the block of goals, that of organization principles and content, and the block of assessment and reflection. The readiness for the pedagogical communication in the Internet-space is analyzed as a teacher’s characteristic which unites four components: the motivational readiness; the operational readiness; the orientation readiness; the estimation readiness. The first one is revealed through the axiology aspect of the education in the Internet-space, the awareness of its practical value, the internal need to establish the pedagogical communication in the Internet-space. The second component is a set of the teacher’s skills to initiate the pedagogical communication in the Internet-space by means of the dimensional temporal communication models. The third component is the knowledge of the key categories and notions of the pedagogical communication in the Internet-space. The fourth component reveals itself in the teacher’s ability to estimate the outcomes of the pedagogical communication, to determine the effectiveness of the Internet services used as didactic tools in accordance to the communication goals. It has been determined which conditions are necessary to enhance the teacher’s readiness for the pedagogical communication in the Internet-space; they include motivational and didactic conditions as well as organizational and methodological ones.