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The article is devoted to designing a model of pedagogical system of training University teachers for tutors activities (tutors – here: teachers in the distance learning system). Currently, few universities can offer much in the training of distance learning teachers /tutors. Insufficient number of tutors and /or their unsatisfactory readiness (professional, psychological, technical) seem to be the main obstacle in the use of distance learning (DL) in universities. The organization of special tutors training is considered possible solution to the problem and a resource for improving the quality of professional education. The article reflects the following aspects: the basic provisions of the design concept of pedagogical system of teachers training for tutors’ activities are justified; the model of pedagogical system of training university teachers for tutoring activities is presented; general characteristics of structural components of pedagogical system of teachers training in DL system (goal, content, means of pedagogical communication, trainers, trainees) are introduced. The obtained results can be used in DL teachers training in educational institutions of different profile
Establishing a context
Despite the technical equipment of many universities high potential of distance and information technology is not being used fully due to the lack or insufficient readiness of universities teachers to fulfill activities in DL system (DLS). The challenge is therefore to prepare the staff. We believe that the system of training of high school teachers to work in the field of distance education will improve the quality of their professional skills and broaden the scope of educational activities in case:- its development and implementation is conducted on the basis of the analysis of the distance training and the identification of scientific and practical prerequisites of pedagogical system model of training of high school teachers to students distance learning;- The components of the designed theoretical model of pedagogical system of teachers training (goal, content, and means of pedagogical communication, trainers, and trainees) are determined by the requirements of acceleration of socio-economic development of the country and modern pedagogical and information and communication technologies.
In conclusion, it should be noted that at the result of the work the following aspects were reflected: basic principles of designing of pedagogical system of teachers’ training for tutors activities, the model of pedagogical system of tutors training; general characteristics of the structural components of pedagogical activity of teachers training system in DL (goal, content, means of pedagogical communication, teachers, students). The continuation of further studies of this problem lies in the development of technology and testing of models of joint activities of students and teachers in DLS developing the model of personal and professional competence of the DL teacher aimed at the creation of professionally significant qualities of the DL teacher and developing technologies for the preparation of teachers to work in DLS. The materials can be used in various kinds of teachers training courses and by the teachers who want to work in DLS in educational institutions of different profile (for more information see Gromova, 2011 ).
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