TEACHER-FACILITATOR IN THE PERSONALITY-ORIENTED PEDAGOGY PARADIGM
The article is devoted to justification the teacher-facilitator’s role in the educational environment of study and testing the facilitation’s method in the educational process of the chemistry department of the Volgograd State Medical University. Analysis the teacher’s behavior, interaction’s with students, and discussions around the teacher as an activator, allowed the authors to approve the teacher should play an active role in the classroom and should be considered much more than «outside leadership». Teachers use a range of direct and indirect behaviors and dialogic exchanges to support students to gain knowledge and skills in a comfortable atmosphere. These actions and interactions should be contextually relevant and consistent with the learning objectives of a student-centered approach. Assuming that facilitation provides a narrow view of the teacher’s actions, the article considers the call for further consideration of the teacher as an activator, in order to view the teacher as a person who identifies and uses new learning opportunities. During the experimental training session the teacher promotes discussion, takes steps to develop consciously new students’ experience. However, he doesn’t carry out the group’s work, but instead directs students to self-determination, focusing them on achieving goals. The experience of facilitation to educating students of higher medical schools in chemistry is evaluated positively by teachers and students and, according to the people-centered pedagogy’s paradigm, allows each student to understand his or her value, to participate meaningfully and actively in the educational process, to work as a team.