ПСИХОЛОГО-ПЕДАГОГІЧНІ ПРОБЛЕМИ ГОТОВНОСТІ ВИКЛАДАЧІВ ДО ОРГАНІЗАЦІЇ ДИСТАНЦІЙНОГО НАВЧАННЯ
PSYCHOLOGICAL AND PEDAGOGICAL PROBLEMS OF READINESS LECTURERS TO THE ORGANIZATION OF DISTANCE LEARNING

Summary/Abstract: The article considers psychological and pedagogical problems of teachers’ readiness to organize distance learning. The analysis of works of domestic and foreign pedagogical literature in the aspect of the researched problem shows that: the modern level of organization and carrying out of distance learning can be provided on condition: use of new network technologies; ensuring access of all participants in the educational process to computers and broadband computer networks; use of modern instrumental systems for the organization of distance learning; use of modern forms and methods of teaching based on active independent work of students, the use of interactive, multimedia electronic teaching aids, based on technology hypertext, hypermedia; organization of special training of teachers in the field of creation and use of distance learning courses with the use of instrumental software systems. It is noted that the effectiveness of the educational process of distance learning will be high quality only when the development of the information subsystem of education will be accompanied by radical changes in all subsystems: pedagogical, economic, organizational, psychological and others. It is emphasized that the role of the teacher in terms of informatization of education remains not only leading, but also further strengthened. Thus, the content of teacher training in the field of information and communication technologies (ICT) should be aimed not only at training competent users, but mainly to study issues related to the use of these technologies in educational practice. It is proved that distance learning requires special training of teachers, which will expand professional psychological and pedagogical, methodological knowledge and skills on the peculiarities of the use of distance learning technologies, features of pedagogical communication in distance learning; conditions for overcoming communication barriers when students master the content of distance learning courses.

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