TEACHER’S ROLE IN E-LEARNING PROCESS

The article considers a new role of a teacher in e-learning system establishment. The theory and practice analyses of e-learning system makes it possible to reveal the contradictions between Russian higher professional education within international standards and teachers’ undervaluation of e-learning potential, fastening its development; between necessity of students’ self-education and self-control skills development via ICT and lack of methodical and psychological qualification of teachers for students’ responsibility development. These contradictions have defined the problem of the research: successful introduction of ICT is hampered by teachers’ insufficient level of competence. The research object is the process of ICT introduction into foreign language learning course and teachers’ qualification for implementation of e-learning concept. The research objective consists in the analysis of teachers’ qualification for implementation of e-learning concept on basis of theoretical data, empirical data and foreign language teachers’ questionnaire material. For the goal achievement it is necessary to study the problem condition and requirements for teachers with respect to e-learning system particularity, as well as to reveal the level of self-concept of teachers’ competence relevance for prospect definition of professional pedagogical level improvement. For the problem solving we have used theoretical (the analysis of psychological and pedagogical literature on teaching with the help of ICT and personal experience of working at higher school), and empirical methods (educational process supervision, colleagues’ questionnaire, interviewing) as well. The self-concept of relevance level of professional competences is presented. The particular consideration has been given to modern professional pedagogical competences requirements and the analysis of teachers’ level qualification for e-learning concept implementation. The research has shown that it is required to give particular consideration to teachers’ awareness of specificity of education new paradigm, taking responsibility for a new form of education. This reconsideration is possible to realize on basis of the teacher’s analysis of his own pedagogical activity and further comparison of the results with modern requirements, as well as of his professional improvement.

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