Keyword: «pedagogical intentionality»

Ensuring the process of improving the qualifications of teachers by means of Informatization of education makes it possible to implement scientific and methodological support for teachers in solving actual pedagogical problems. The competence of the teacher, which we regard as pedagogical intentionality, is of particular importance in the context of modernizing approaches to setting educational goals and results. The author presents the results of the study, the purpose of which is to identify the methodological potential of Internet technologies in the development of the pedagogical intentionality of teachers in the process of advanced training. As a leading approach, we used a comparative analysis of the key characteristics of the designed educational system: 1) pedagogical intentionality as the required competence and learning objectives, 2) approaches to adult education, taking into account the characteristics of education subjects and 3) Internet technologies as the intended means of education. Designing a pedagogical intentionality as a teacher’s general professional competence includes a terminological, logical-conceptual and structural comparative analysis of intentionality as a pedagogical and interdisciplinary category. The results of the study made it possible to give a definition of the specified competence, to identify its essence and functions. A theoretical analysis of approaches to adult education revealed that the key characteristics were experience and established opinion, the position of an adult, independence and pragmatism. As a result of the study, an overview of the key characteristics of Internet technologies is presented, demonstrating their essential significance for the elements of the designed educational system. It is argued that the methodological potential of Internet technologies in the development of teacher’s pedagogical intentionality in the process of advanced training is to ensure the processes of figurative perception, verbalization, metacognitive and reflexive understanding through the launch of slow modes, as well as the possibility of creating an emotionally saturated environment and conditions for self-expression and establishment of the author’s position, supporting cooperation procedures on the basis of trust and status equality of educational event participants. The theoretical significance of the research results consists in concretizing the approaches to the use of Internet technologies. Practical value – the ability to use the results of the study in the development of additional advanced training programs for teachers.

The urgency of the researched problem is due to the new demands of society and the state on the results that the general education system should achieve. Changes in the format of the FSES results, established on the methodology of the system-activity approach, entail new tasks for teachers and students. The authors demonstrate the urgency of new goals and results of education for the young generation within the framework of a prefigurative culture. They substantiate the need to consider the new phenomenon of “self-discovery of abilities” in the context of school education. The purpose of the article is a theoretical description of student's abilities self-discovery problem in the context of educational goals. The following tasks were solved: a review of domestic and foreign psychological and pedagogical research on the topic of self-discovery was prepared, in particular, the results of the self-discovery abilities of high school students in connection with their professional self-determination were shown, domestic theories of abilities were systematized, as well as modern foreign data. The system-activity approach and the theory of abilities were used as the leading approaches to the study of the problem. The method of theoretical analysis was used. Main results of the work: the necessity of studying the student's self-discovery abilities is proved, since the scientific base is shown: the system-activity approach, theories of abilities, and the subject of professional self-determination has been developed. The dynamics of a student's ability are justified as the goal of education. It is shown that the work of the teacher goes on as the process of creating an environment for the development of abilities and competences of the student. As a result of this interaction, the student discovers himself primarily as the owner of some promising resources. Thus, self-discovery of abilities for oneself occurs. The pedagogical intentionality is substantiated as a modern teacher’s competence, which lets a teacher to make the dynamics of the student's ability and competence increments of the student the subject of his activity and the result of the student’s work. The theoretical significance is due to the introduction and interpretation of new concepts regarding the context of general education and the activity of a teacher: “self-discovery of the abilities of a high school student”, “pedagogical intentionality”. The practical significance of the work consists in applicability of a high school student’s abilities self-discovery ideas for his pedagogical support and providing opportunities for abilities self-discovery. Pedagogical intentionality may be the basis for a change in teaching practice, including the process of methodological developing lessons and work plans, which makes it possible for the teacher to work in accordance with the FSES.

The issues of the quality of teachers’ professional activity are the issues of the future society. Constant changes in society leave a negative imprint on the activity of the teacher, increase the workload. The limit of the strength and capabilities of the teacher levels the values of the activity and work of the students. The ability to differentiate significant and insignificant areas of activity decreases. The pedagogical orientation, which has been actively studied for decades, remains an important personal and professional quality of a teacher, integrating various aspects of teacher’s work and providing educational results. The current situation requires the provision of theoretical grounds for the implementation of the most important part of the pedagogical orientation, which remains a category with a wide range of understanding and an insufficiently resource-based method of diagnosis. The purpose of the article: substantiation of the phenomenon of pedagogical intentionality as a component of pedagogical orientation, presentation of diagnostic potential and research results. Leading research approaches: phenomenological, humanistic, personal activity-oriented, cultural-historical and theoretical approaches to the study of the abilities of the teacher. The leading method of the empirical part of the study is intent analysis, which allows us to identify the content in the text that reflects the motivational side of the text, the author's intentions behind the speech. Results of the work: in the course of a theoretical review of domestic and foreign studies, the essence and role of pedagogical intentionality in the activity of a teacher is shown as a key component of pedagogical orientation, which, in turn, is an integrative personal and professional characteristic of a teacher that determines educational results. The method of studying the pedagogical intentionality of the teacher is substantiated and presented. The results of the study of pedagogical intentionality on a sample of 128 teachers are shown. It was revealed that only a smaller part of them showed the presence of pedagogical intentionality. The theoretical significance of the article consists in the development of a new conceptual and diagnostic apparatus of pedagogical intentionality. The practical significance lies in a detailed and reproducible method of research and diagnosis of the teacher's pedagogical intentionality.