ФУНКЦІОНАЛЬНО-РОЛЬОВІ ПОЗИЦІЇ ВЧИТЕЛЯ В КОНТЕКСТІ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

The article deals with the functional and role positions of the primary school teacher in the context of the New Ukrainian School Concept’s implementation. At the present stage of Ukraine’s society development, modernization of the education system, introduction of new educational standards, the role of the teacher as an active subject of the pedagogical process is significantly increased. For this reason, the requirements for teacher’s personal and professional qualities, social and professional position are reflected, which appeared in the Concept of the New Ukrainian School.Thus, it is worth saying about the new functional and role-playing positions of the teacher – not only as a single mentor and source of knowledge, but as a coach, facilitator, tutor, moderator in the individual educational trajectory of the child. In particular, the paper characterizes typical pedagogical positions of the teacher in terms of position in the group (pedagogical interaction) and social system (social roles). Additionaly, it defines the socio-professional roles of the teacher in the modern educational process.The paper theoretically substantiates the content of the terms “tutor”, “facilitator”, “mentor”, “moderator” and “coach”: Tutor is a person who conducts individual or group classes with students. Facilitator is a teacher who stimulates and directs the process of self-seeking information and students’ activity, and supports the desire for self-fulfillment, self-improvement and self-development. Mentor is a person who is interested in developing of his students’ knowledge, skills and interpersonal relationships. Moderator is a mentor, leader, who supports and organizes the active work of the group. Coach is a trainer capable of making a person a champion and educating the winners.The work clarifies the peculiarities of the mentioned teacher roles’ sphere of functioning. Moreover, it analyzes the ways of personal and professional growth of teachers in the context of the NUS reform.
У статті розглядаються функціонально-рольові позиції вчителя початкової школи в умовах реалізації Концепції «Нова українська школа». Зокрема, схарактеризовано типові педагогічні позиції вчителя з точки зору становища в групі (педагогічна взаємодія) та соціальної системи (соціальні ролі). Визначено соціально-професійні ролі педагога в сучасному освітньому процесі. Теоретично обґрунтовано зміст понять «тьютор», «фасилітатор», «ментор», «модератор», «коуч». З’ясовано особливості сфери функціонування зазначених ролей вчителя. Проаналізовано шляхи особистого та професійного зростання вчителів у контексті реформи НУШ.