TEACHER OF THE NEW UKRAINIAN SCHOOL: VECTORS OF PROFESSIONAL DEVELOPMENT

Abstract

In the article the author analyzes the problem of professional development of a teacher of a new Ukrainian school. The relevance of the researched problem is determined by the conceptual approaches substantiated in the legislative documents on education, in particular by the Concept of the New Ukrainian School. In terms of its implementation, it is important to improve the training of future teachers in pedagogical education institutions, as well as to promote the professional development of working teachers. Vectors of professional development of NUS teachers are determined taking into account the conceptual foundations of reforming the modern educational space and the introduction of pedagogical innovations in educational activities. They determine the needs of the NUS teacher: to master new functions that are associated with changing the role of the teacher; to be a facilitator, tutor, coach in educational activities; be a mentor who is willing to share his own experience with the student; be an innovator, use the latest technologies and modern practices in teaching students; navigate in the information educational space. The teacher professional development is known to be carried out in the system of formal, non-formal and informal postgraduate education. It is proved that the desire for self-improvement, self-education are important factors in the professional growth of teachers, ensures the development of his creative abilities, cognitive interests and the formation of creative personality.
Key words: teacher; professional development of a teacher; Concept of the New Ukrainian school; functions of a teacher; educational activity; self - education of a teacher.