DOI: 
http://dx.doi.org/10.15293/1813-4718.2601.08
UDC: 
371.14
Pel Nikolaj A.
Director of the Institute for Open and Distance Education, Novosibirsk State Pedagogical University, iodo_pelna@nspu.ru, Novosibirsk
Fedorov Oleg D.
Доктор педагогических наук, Prof., Prof. of the Russian Academy of Education, Sirius University of Science and Techknology, deputy director for education, Federal Territory “Siriusˮ, National Research University “Higher School of Economicsˮ, Professor of the Institute of Education, Sirius University of Science and Techknology, Federal Territory “Sirius”, Russiа, National Research University “Higher School of Economics”, Moscow, Russia, ofedorov@hse.ru, Moscow

Pedagogical Problems of Professional Learning Communities: Reasons, Vectors of Development and Perspectives

Abstract: 
Abstract. The article reveals the issues of using professional learning communities as a promising tool for the development of teachers’ professionalism. The key idea of the article is to actualize the topic of professional learning communities in terms of pedagogical problems of applying this promising concept in practice and determining the main directions of variability of the implementation of such communities to create conditions for continuous professional growth of teachers as the most important factor of success in the development of the educational system of our country The aim of the article is to form an idea of pedagogical problems of development of professional learning communities and to identify possible ways to overcome these difficulties based on analysis and systematization of the results of international experience. Methodology. The key method of research was an analytical review and generalization of key provisions of the works of scientists on the problems of development of professional learning communities as a promising tool for the development of professionalism of teachers for the period 1995-2023. Results of the study. This study considers the pedagogical problems of development of professional learning communities and shows the possible directions of overcoming these difficulties. It concludes that the development of the system of continuous professional development of teachers through professional learning communities along with the traditional system of additional professional education is highly promising. It substantiates the significant importance of sharing teachers’ everyday practical experience for the formation and development of social capital of an educational organization and highlights three main effects of teachers’ professional development in the conditions of digital learning in the concept of professional learning communities.
Keywords: 
Keywords: professional learning communities; professional development of teachers; non-formal learning; development of educational systems
References: 

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