DOI: 
http://dx.doi.org/10.15293/1813-4718.2202.10
UDC: 
371.123:004.9
Selivanova Elena Anatolevna
Кандидат психологических наук, Cand. Sci. (Pedag.), Prof. of the Department of Pedagogy and Psychology, Chelyabinsk Institute of Retraining and Improvement of Professional Skill of Educators, sel_lena@mail.ru, Chelyabinsk

The Potential of Professional Networks in the Formation of Teachers’ Readiness to Exchange Knowledge

Abstract: 
Problem and goal. The article actualizes the problem of improving the quality of Russian education by creating conditions for continuous professional development of teachers. It is proposed to intensify the knowledge exchange between them by means of network professional communities. The goal of the article is to describe the potential of network professional communities in the formation of teachers’ readiness to exchange knowledge. Methodology. The methodological basis of the study is a synergetic approach, according to which professional relationships motivate teachers to obtain new knowledge. The network professional community is a single developing and non-linear organism that stimulates professional growth of teachers. Research results. The author’s solutions for the implementation of knowledge exchange in professional communications are described. They were embodied in both formal ways of educating teachers (advanced training, professional retraining) and informal (network professional communities, webinars of current educational problems). The process of forming teachers’ readiness to exchange knowledge is characterized: subjects, methods, and means are presented. The potential of network professional communities acting as a space for updating the methodological solutions of educators and discussion of current problems of teaching modern schoolchildren is indicated. The conclusion is that online professional communities contain the potential to build educators’ readiness to exchange knowledge, and therefore need to improve the tools used for knowledge exchange.
Keywords: 
network professional communities, knowledge exchange, teacher readiness, quality of education, advanced training, pedagogical cooperation, formal and informal education of staff
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