Professional pedagogical network communities

Professional online communities

In modern conditions, it is no longer possible to imagine our daily life without new information technologies. And today, more than ever, it is important to move to a qualitatively new level in approaches to the use of computer equipment and information technology in all areas of preschool educational institutions.

The basis of the educational system is the information and educational environment. Interactive human-computer interaction is becoming the basis of the modern educational process.

What do we mean by information and educational environment? This:

1. the presence of a system of means of “communication” with information;
2. availability of a system for independent work with information;
3. the presence of intensive connections between participants in the educational process.

Basic terms

• Community

  (from lat.communus - general, collective, corporate) - a group of people doing something together.

  Read also:  Pedagogical project on environmental education of preschoolers “Ecological path”
• Internet community

  - a lot of people communicating with each other using the Internet.

• Educational community

  – a group of people exchanging ideas.

• Online community

  is a group of people who communicate and conduct joint activities using computer network tools.

A professional network community is a formal or informal group of professionals working in the same subject or problematic professional activity on the network.

Participation in professional network associations allows teachers living in different parts of the country and abroad to communicate with each other, solve professional issues and improve their professional level.

At this point in time, a situation has developed in the urban community where the speed of changes associated with the implementation of the Federal State Educational Standard does not allow teachers to carry out an objective analysis of their own activities, the search for optimal and effective ways and techniques of teaching practice.

And communication with colleagues can solve this problem. This logically begs the question: “When to do this?” ... After all, to communicate you need to meet, you need time, etc.

The purpose of the activity

the network pedagogical community is the development of content that is relevant for Russian education and personally significant for each participant, traditional values ​​of national culture; formation of key competencies in the process of joint educational activities.

Formation of a pedagogical community in a preschool institution

Formation of a pedagogical community in a preschool institution - resource center.

In the context of modernization of the entire education system in Russia, the basis of modern preschool pedagogy should be the community of children, teachers and parents, as well as the network interaction of teachers and educators of various qualifications from all departments of the educational institution.[2: p. 122]

Individual efforts of individual teachers will not bring the desired success if they are not coordinated with the actions of other teachers, if there is no unity of action. Pedagogical activity is collective in nature, and its results largely depend on the combined efforts of the entire staff of the educational institution. With this team approach, a team of like-minded people is formed who are interested in selecting the best ways to raise and educate children. [1: p. 8]

Under certain conditions, the majority of team members are able to reach the level of the teaching community. So what is community? According to S.I. Ozhegov: “COMMUNITY is an association of people, nations, states with common interests and goals.” [4: p. 688]

One example of a pedagogical community can be a Resource Center - a coordinator of network interaction of various types of educational institutions (experimental sites at different levels, innovation networks, mass educational institutions, scientific institutions in the field of education, etc.)

The purpose of organizing network interaction is to develop the innovative potential of preschool educational institutions.

The work of our Resource Center in kindergarten No. 2458 SZOUO “Bilingual child - dialogue of languages ​​and cultures” is built within the framework of a joint pilot project of the Moscow Department of Education and UNESCO “Moscow education: from infancy to school.”

The main area of ​​work of the Resource Center: organizing preschool education of children in bi- and multilingual conditions.

The goal of the project is to develop a model for the functioning of a preschool educational institution.

Project implementation objectives:

1. Develop recommendations for the creation of a unified educational space of the subject environment of preschool educational institutions with the inclusion of a multicultural component;

2.Develop and test the content of educational and educational work;

3.Identify effective forms of cooperation between preschool educational institutions and multinational families of pupils;

4.Work out the forms and methods of interaction between preschool educational institutions and various organizations.

When creating the Resource Center, we relied on the theoretical foundations and practical experience of our preschool educational institution in forming a team of like-minded people - the teaching community.

We have accumulated resources:

1. Methodological,

2. Educational,

3. Informational,

4. Social and legal.

We studied the existing foreign and domestic experience in this direction.

Today our Resource Center is a multi-level system of providing resource assistance to design and creative teams.

The scientific director of the level II resource center is L. A. Buzuk (GBOU No. 2458).

Design and creative group: GBOU kindergarten No. 2578, GBOU kindergarten No. 2244, GBOU kindergarten No. 1837, GBOU kindergarten No. 2409.

Our Resource Center is an organizational structure, a pedagogical community that brings together people to work in the interests of the development of capital education.

Our goals:

1. Improving the quality of preschool education through the accessibility and openness of the results of the work of our Resource Center and preschool educational institutions included in the network.

2.Increasing the professional level of teachers of the Resource Center;

3.Creation of a single educational space in each preschool educational institution: adult - child.

Our tasks:

1.Presentation educational institution presents the results of its activities to the teaching community;

2. Implementation of design developments, their testing and implementation;

3. Promotion of the presented results in the educational space of the network;

4.Creating conditions for the positioning of preschool educational institutions;

5. Effective, expedient cooperation based on solving common problems.[5: p. 36]

Successful interaction requires:

1.Introduction of new requests, new projects into the network;

2. New forms of work;

3. New people informally involved in a wide range of teaching activities.

In the practice of work of a design and creative group, 2 forms of methods are used:

1.Method of individual consultation;

2. Inclusion of teachers in joint interaction, such as round tables, open events, master classes, presentations, trainings, seminars, consultations.

As part of the interaction, work is carried out in three directions: with parents, with children, with teachers.

The goal of working with parents is to increase their competence, master the skills of effective interaction, and involve them in interaction in designing the educational space.

Forms of work - trainings, consultations, holding parent-teacher conferences, joint events, etc.

In a specially created educational space, based on the needs of the children themselves, interesting classes are held to get to know different countries, and they learn games of different nations.

Work with teachers is based on programs that involve increasing psychological competence, personal and professional development.

Thus, our experiment (within each preschool educational institution) promotes closer contact between all specialists: senior educators, educators, music directors, physical education directors, teachers - speech therapists, pedagogues - psychologists - all this unites the teachers of each preschool educational institution and the entire Resource Center as a team of like-minded people, as a teaching community.

An association of teachers is a pedagogical community in our case, as an educational resource.

Our experimental work showed important changes that have occurred in the professional consciousness of teachers and specialists, in the formation of the personality of children of different ages, in the involvement of the family in the process of raising children in a single educational space:

1. Our design and creative group was united by one goal;

2. There was an active presentation of their developments;

3. Sociocultural ties have expanded;

4. The family was energetically involved in the activities of teachers;

5. An innovative developmental social and pedagogical environment began to take shape in the Resource Center - both for preschoolers and adult subjects of education.

Participation in professional associations allows teachers of preschool educational institutions working in different districts of the capital to communicate with each other, solve professional issues, realize themselves and improve their professional level. [1: p. 293]

The result of the network interaction of our Resource Center should be the pooling of resources of our design and creative groups - our pedagogical community, with the aim of developing the preschool education system in Moscow.

The immediate prospects for the development of innovative activities of the Resource Center mainly lie in the broad testing of the emerging strategic directions. Of particular importance is the implementation of pedagogical experience, that is, such a generalization and presentation of experience that allows you to use not only ideas, but also specific projects, methods, and recommendations.

It is important to bring to completion the begun scientific, methodological and methodological developments that are relevant both for the Resource Center and for preschool educational institutions, and the most important thing for a teacher is to contribute to the formation of a free, creative personality, with self-esteem and respect for people, an individual with developed cognitive interests, aesthetic feelings, with a good moral basis.[3: p. 3]

Bibliography:

1. Veraksa N.E., Boguslavskaya T.N., Nikitina T.A., Legova T.A. Criteria for assessing the quality of work of preschool educational institutions (by position) as part of the transition to a new remuneration system. – M.: Center for Psychological Support of Education “POINT PSI”, 2010. – P. 192.

2. Danilina T.A., Urmina I.A. Innovative activities in preschool educational institutions: program. – method. provision: hand aid. and adm. workers. – M.: Linka – Press, 2009. – P. 320.

3. Kozlova S.A. Child social development program. Ed. 2nd add. – M.: School press, 2010. – P. 64.

4. Ozhegov S.I. Dictionary of the Russian language./Under. ed. Doctor of Philology. science prof. N.Yu. Shvedova./M.: Sov. Encyclopedia, 1972. – P. 846.

5. Protasova E.Yu., Proskurina Z.A., Rodina N.M. Features of teaching preschool children in multilingual conditions./ Under. ed. L.E. Kurneshova./M.: , 2007. – P. 272.

6

Factors influencing the formation of a professional network community

There are three main factors that create the foundation of a professional network community:

1. Idea.

   It is the idea that “grows” with proposals, discussions on the topic, joint research and projects. In many ways, it is the idea that enjoys one degree or another of trust and attracts people of a certain worldview, upbringing, and culture.

2. Possibility of communication.

   Expressing your opinion, dialogues with people dealing with the same problem, discussion.
   John Dewey in his book “Democracy and Education” showed that communication is of decisive importance for the formation of a community, any types of human communities contain a learning function, there are criteria that allow us to determine the measure of the pedagogical value of any type of socialization, a particular community.”

3. Conditions for idea development

   .

New visitors and new members

for the community
to have the opportunity to personally participate in the activities of the community
; the information that other people write is interesting.

Greatest importance for the formation and existence of a community

have the following characteristics:

• Common goals, interests, and needs.
• Shared resources that community members have access to.
• The general context and language of communication in which members of the community are immersed.

So, we tried to solve all the issues considered by creating the network community “Preschool Education” on the city educational portal TolWiki. It is within the community that virtual communication can be realized.

Of course, professionals in their field have gathered here, but young specialists also work at preschool educational institutions, and even the best practicing teachers sometimes need help. Today, all teachers have access to the Internet, so everyone can find the necessary information, but before finding it they have to look through many sites and this takes a lot of time. What better way to go to one resource and select the necessary information there. This could be the development of classes, the legal framework and experience of basic educational institutions, etc.

Let's look at the most popular online teaching communities

Network of Creative Teachers https://www.it-n.ru/ The network was created for teachers who are interested in the possibilities of improving the quality of education through the use of information and communication technologies. Contains a variety of materials and resources regarding the use of ICT in the educational process, and also there you can communicate with your colleagues. The peculiarity is that all materials undergo examination - about 200 materials are uploaded to the portal every day, and only about 15% of which are published. Initially, the network is focused on the joint creativity of teachers of various academic subjects who use information technology in their work.

Network pedagogical community “Open Class” https://www.openclass.ru The project is aimed at ensuring a new quality of education in Russia through the creation of social and pedagogical communities on the Internet, whose activities are aimed at supporting the processes of informatization of schools, the professional development of teachers in in the ICT field, for the widespread dissemination of electronic educational resources and the introduction of methods of use, for the modernization of the system of methodological support for informatization of education, distance learning and much more.

Internet teachers' council https://pedsovet.org/ A space for teachers to communicate at a distance, one of the forms of distance learning and the opportunity to improve professional qualifications. On the one hand, it is a network educational community, and on the other hand, it is a mass media, an active information and communication platform that reflects the state of modern education.

Internet State of Teachers (InterGuru) https://www.intergu.ru/ Project of the Ministry of Education of Russia, publishing house “Prosveshchenie”. The main goal of the project is to create a network community of creative teachers. An open system of independent network projects interconnected by a game economic scheme. The goals of this project are: providing support for the professional activities of teachers; providing the opportunity for self-realization and self-affirmation through joint network practical activities; creation and support of new educational initiatives.

Professional community of teachers Methodisty.ru https://metodisty.ru/ - It is part of the information and educational portal RusEdu, created in 2004 and designed to meet the needs of teaching staff in information exchange, communication and self-realization. Currently, the portal contains many sites united by one topic - education and training.

Letopisi.ru https://letopisi.ru A collective educational encyclopedia that provides for the publication of materials and the maintenance of network projects.

MAGAZINE Preschooler.RF

Effective examples of the creation and development of professional communities of teachers of preschool educational organizations in the constituent entities of the Russian Federation are a number of information network and regional professional associations of educators as a social network of educators. Within the framework of this network there are the following professional associations of employees of preschool educational institutions:

methodological association of teachers-speech therapists of preschool educational institutions, methodological association of educators;

festival of pedagogical ideas “Open Lesson” , a network of creative teachers, within which communities work for heads of educational institutions and preschool teachers;

professional community “Methodists” , in which there are thematic and discussion platforms for interaction between senior educators, the Federal State Educational Standards for preschool education, and the problems of preschool correctional education are discussed.

An analysis of professional communities of preschool teachers in the Russian Federation was carried out at the federal and regional levels.

Based on the analysis, the following existing professional communities were identified, links to their current sites are presented in Table 1.

An objective assessment of the activities of professional communities of educators in children's educational organizations is part of an integral system of working with personnel in an educational organization. Assessing the effectiveness of the activities of professional communities of teachers of preschool educational organizations underlies the formation of an integrated approach to building effective forms of interaction between participants in the professional community and organizing its work.

Below is a list of existing effective forms of organizing professional communities of preschool teachers in the regions of the Russian Federation (Table 2).

As we can see, today a number of different forms of effective organization are used in the work of professional communities:

network professional community;

methodological association on the basis of a preschool educational institution or a group of preschool educational institutions;

regional association;

professional community of educators and managers of non-state preschool educational institutions.

The main problems of organizing the activities of professional communities in the Russian Federation are:

the lack of information platforms on the Internet for a number of associations (mainly methodological associations based on preschool educational institutions or groups of preschool educational institutions);

lack of interaction between professional associations of different forms and areas of activity (for example, between regional associations and professional associations of teachers of non-state preschool educational institutions);

lack of integration between professional associations of educators and associations of other categories of teaching staff of preschool educational institutions (music directors, junior educators, medical workers);

membership in the professional community is superficial and does not affect the results of the activities of educators (participation in competitions, organization of exhibitions, methodological publications, etc.);

in the activities of a number of communities there is a discrepancy between the goals and nature of the activities;

in most cases, there are no developed mechanisms for financing the activities of communities and encouraging community members (newsletters, participation in seminars, preferential subscriptions to specialized magazines, etc.);

there are no developed schemes, mechanisms and regulations for the interaction of professional communities and educational organizations, government bodies, research centers and institutes dealing with the problems of child psychology and pedagogy, developmental psychology;

low interest of professional communities in attracting sponsorship funds and resources for their development (except for professional communities of educators and heads of non-state preschool educational institutions);

lack of developed mechanisms for integrating professional communities into a unified system of interaction between government authorities and private companies.

Thus, when assessing the effectiveness of professional communities, an important role is played by the organization of communication mechanisms between participants, forms of exchange of experience, and methods of encouraging participants in professional associations. A serious problem remains the integration of professional communities and the development of effective models for organizing their activities. The condition for achieving these tasks is the identification of productive forms of cooperation between professional communities of preschool teachers, the development of methods and tools for assessing the effectiveness of the activities of professional communities of preschool teachers.

The role of professional communities of teachers of preschool educational organizations in the context of the introduction of the Federal State Educational Standard for Preschool Education is determined by the tasks set for preschool education in the Russian education system.

As noted in the State Program for the Development of Education for 2013-2020 (Resolution of the Government of the Russian Federation dated April 15, 2014 No. 295 “On approval of the state program of the Russian Federation “Development of Education” for 2013-2020”), the specifics of the development of preschool education are determined by the demographic situation and is aimed at working with an increased number of children.

The main indicators of the development of preschool education in the period 2013-2020 are:

increasing the availability of preschool education;

increasing the enrollment of children in preschool educational organizations;

increasing the number of children aged 5 years and older enrolled in additional education;

increasing the coverage of children aged 3 to 7 years covered by educational programs that comply with the new Federal State Educational Standard for Education;

increase in the number of children of private preschool organizations in the total number of children of preschool educational organizations.

Federal State Educational Standard for Preschool Education (Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” ) defines the main directions for the formation of the educational environment in which the interaction of a child and an adult takes place, taking into account the characteristics of the early childhood period. This environment should facilitate the child’s full enjoyment of childhood and its development.

The formation of an educational environment in accordance with the Federal State Educational Standard for Educational Education should be based on the specifics of the preschool period of child development and the systemic features of preschool education in the Russian Federation.

New quality standards for the provision of educational services, which are recorded in the Federal State Educational Standard for Education, form an innovative system of requirements for the professional competence and professional development of teachers of preschool institutions. In particular, clause 3 of the Federal State Educational Standard for Education determines that one of the main elements of creating a professional environment for preschool education is to promote the professional development of teaching staff. This leads to the need to ensure the professional development of teaching and management personnel: additional professional education, provision of advisory support to teachers and parents (legal representatives) on issues of education and child health (including inclusive education); providing organizational and methodological support, primarily regarding the interaction of children with peers and adults.

In the context of the introduction of the Federal State Educational Standard for Preschool Education and ensuring high standards of professional work for educators, the place and role of professional communities of educators and preschool leaders requires significant changes. The following areas of activity of professional communities become priority:

organizing and conducting advanced training and retraining for teachers of preschool educational organizations in accordance with the requirements of the Federal State Educational Standard for Education;

carrying out accreditation of the activities of non-state preschool educational organizations;

involving professional communities in the accreditation of state preschool educational organizations;

intensifying the activities of professional communities to attract sponsorship funds and resources for the development of the preschool education system in a given region, city, district;

implementation of public-private partnership mechanisms in the activities of professional communities (for example, concluding cooperation agreements with enterprises and companies regarding the screening and care of children of employees, the implementation of certain educational programs, pre-school training programs);

interaction with regional educational institutions, government bodies in terms of ensuring accessibility of preschool education and increasing the enrollment of children in preschool education programs;

methodological, advisory, psychological and pedagogical support for young educators;

formation of an information space, databases on issues of child psychology, didactic games, document flow in preschool educational institutions and other areas for teachers and directors of preschool educational institutions;

interaction with the population and the general public on issues of the quality of educational services provided and, as a result, increased satisfaction of the population with the quality of educational services;

participation of professional associations in attracting specialists and training personnel in additional education programs for preschool children.

In connection with the changing demographic situation in Russia and the increase in the number of children, there is a need for training and retraining of teaching staff to carry out professional activities in the current conditions. Professional communities are a flexible tool for organizing advanced training programs and organizing retraining in accordance with the requirements of the Federal State Educational Standard. In the future, professional communities can take on the function of advanced training and organizing retraining for the FE system.

There is an increase in the number of private kindergartens in the country, which leads to the need to control the quality of educational services provided. Today, professional communities are already implementing various accreditation programs and are developing criteria and guidelines for the accreditation of private preschool educational institutions and the certification of their employees. The urgent task is to develop mechanisms that allow professional associations to intensify participation in accreditation activities in this area.

The area of ​​public-private partnership remains no less promising. Professional communities must have the tools to actively initiate the attraction of sponsorship funds into the preschool education system in the region, city, and district. Private companies and enterprises should be given the opportunity to fully participate in the activities of professional communities and boards of trustees of preschool educational institutions. In particular, professional communities can enter into cooperation agreements with enterprises and companies regarding the screening and care of employees’ children, the implementation of certain educational programs, and preschool programs for the children of employees of private companies.

Today, the activities of professional communities of educators are often semi-formal. It is necessary to develop mechanisms for interaction between professional associations of educators and heads of preschool educational institutions with regional educational institutions, government bodies in terms of ensuring the availability of preschool education and increasing the coverage of children in preschool education programs, and the participation of professional communities in the formation of educational policy.

In connection with the increase in the number of kindergartens, including non-state preschool educational institutions, and the planned increase in the salaries of preschool teachers, an influx of young specialists into the field of preschool education is envisaged. There is a need for methodological, advisory, psychological and pedagogical support for young educators through their participation in schools for young educators, forums for young specialists and other forms of practical training. A promising area of ​​activity for professional communities is the implementation of various forms of mentoring and transfer of teaching experience for their participants, especially young educators.

In this regard, it is important to note the function of professional communities in the formation of an information space, databases on child psychology, didactic games, document flow in preschool educational institutions and other aspects of the activities of educators and preschool leaders, which is and will be one of the essential aspects of the work of professional associations.

Interaction with parent committees should become one of the priorities of professional communities. Representatives of the parent community should take a direct part in the work of professional communities, seminars, problem-based round tables, presentations, exhibitions, and be involved in solving organizational and pedagogical problems. Interaction with the population and the general public on issues of the quality of educational services provided will lead to increased public satisfaction with the quality of educational services.

The role of professional communities will also increase in the direction of their participation in vocational education, especially in terms of the network form of implementation of educational programs, providing practical training and pedagogical support for graduates of educational organizations of secondary and higher education who have mastered educational programs in the areas of psychological and pedagogical education, psychology and pedagogy of preschool education, etc.

In connection with the need to increase the coverage of preschool children in additional education programs, professional communities will act as organizational centers that will ensure the involvement of additional education specialists in preschool educational institutions and the necessary retraining of educators in additional education programs. Professional communities can also come up with their own programs for assessing the quality of additional education for children and conducting certification of additional education specialists for preschoolers.

The further development of the preschool education system in the context of the introduction of the federal state standard for preschool education and increasing requirements for the quality of professional work of educators necessitate the development of a system of professional communities as an important element in the formation of a professional environment. It will provide professional development for its participants and closely interact with the parent community, private companies and enterprises, educational authorities, and factors in the formation of educational policy.

Being an integral part of the organization of professional activities of teachers, professional communities are a tool for the implementation of lifelong learning for their participants, the growth of their pedagogical, managerial, information, and communication competencies.

Thus, it is possible to predict the strengthening of the role and place of professional communities of preschool teachers, which entails the development of new, more flexible forms of organizing professional communities and the intensification of their activities. The activities of professional communities are aimed at improving the qualifications of their participants, implementing public-private partnership mechanisms, practical training and pedagogical support for young educators, interaction with the population and the general public in matters of improving forms of work with children and improving the quality of preschool education.

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Currently, the number of pedagogical network communities is growing rapidly. Network communities are developing at the level of school, region, subject areas, and problems. Each teacher can decide independently which community to choose for himself. This gives him the opportunity for professional growth, starting from a simple observer of the life process of a network resource, to an expert, and maybe even an administrator of his own community.