TEACHERS PROFESSIONAL RETRAINING WITH THE HELP OF DISTANCE EDUCATION TECHNOLOGIES: EXPERIENCE AND ORGANIZATIONAL DIFFICULTIES
Introduction. The research aimed at studying the features of distance learning implementation at different levels of education is extremely relevant at the present time. The study of the process of building an optimal model of distance learning for educational activities realization on professional retraining programs for teachers is becoming an independent direction in the scientific field. This paper considers the basic concepts in accordance with the stated research problem. The paper demonstrates the classification of existing models of distance learning. The authors present models of distance learning used in the field of additional professional education of teachers, taking into account the trends of modern society and science. Methodology and methods of the research. Different classifications of distance learning models offered by foreign and Russian authors are analyzed. The focus of the research is to present the experience of designing and implementing models of professional retraining of preschool educational organizations teachers using distance learning technologies. The research was conducted at the State Autonomous educational institution of additional professional education «Arkhangelsk Regional Institute of Open Education». The effectiveness of the tested models is confirmed by the results of the survey. The results of the research. The main concepts of the research topic used in scientific papers and in Russian legislation are considered. An overview of the authors’ classifications of distance learning models based on various classifying factors is presented. The criteria for analysis of implementing additional professional programs are listed. To select the criteria, the author’s didactic constructor was used. The paper describes the weak positions of organization and implementation of teachers’ distance education system in the field of professional retraining programs. The experience of such designing an implementing professional retraining programs as «Pre-school education: theory and practice in the conditions of the Federal state educational standard implementation» and «Theory and practice of physical development and education of early and preschool age children» is demonstrated. The survey results of students are described. Conclusion. Conclusions about the factors that determine the choice of distance learning model are formulated. The directions for further research and practice work are defined in order to improve the implementation quality of teachers’ professional retraining programs using distance education technologies.