Problem-oriented and communication learning communities of teachers (based on materials from Russian and foreign research)

Abstract

The article presents an analysis of the concept and characteristics of learning communities of teachers, as well as the experience of organizing the activities of various associations of teachers, described in Russian and foreign literature. As a result of theoretical research, the authors identified three models for the creation and development of learning communities of teachers: problem-oriented, communication and mixed. This is the scientific novelty of the work carried out. The practical significance of the study is due to the potential to use models in the design, creation and development of learning communities at the level of a separate school, city, region, etc. It is noted that problem-oriented communities appear when there is a problem, the importance of solving which is recognized by all its participants. The main activities of such communities are Lesson Study and pedagogical supervision. Teachers meet to find a solution to a problem together, jointly develop a plan for the upcoming lesson and reflect on what has taken place. For the emergence of communication communities, the need for teachers to exchange experiences is necessary. Such associations are based on mutual learning and are organized as platforms for communication, offsite events, team competitions, mutual visits to classes, etc. Mixed communities have characteristics of both a problem-oriented and communication model. The article provides examples of Russian and foreign learning communities of teachers, which can be attributed to one of the models. In Russian practice, considerable experience has been accumulated in organizing communication learning communities at the level of cities, regions, and the whole country: all kinds of projects, festivals, competitions in which both beginners and experienced teachers can freely participate. According to the authors, in Russia they are more common than problem-oriented learning communities. Nevertheless, the latter may be of great practical interest for the teaching staff of separate schools.