Mobile pedagogical university as a means of self-education of teachers

the success of teachers' professional work largely depends on their readiness to learn and develop throughout their working life. Due to the fact that in the modern system of continuous teacher education it is possible to integrate different formats of training (formal, non-formal, informal), teachers get ample opportunities for continuous personal and professional growth. Mobile learning, considered by the authors in the context of promising models of organizing continuous informal education of teachers, is becoming popular. The aim of the article is to substantiate the feasibility of the Mobile Pedagogical University as a model of learning organization, professional community in a social network. To achieve the goal, the following methods were used: the method of aspect analysis of scientific publications devoted to mobile learning and retrospective analysis of scientific and educational activity within the framework of the federal innovation platform. Results: the authors propose to consider continuing teacher education as flexible, transformative learning and personal development of teachers. In the professional development of teachers it is proposed to integrate models of formal, non-formal and informal education, to introduce mobile learning technologies. Attention is paid to academic skills, time management techniques of teachers. In continuing teacher education it is important to focus on the principles of learning organization: to learn faster, to learn within the organization, to learn outside the organization, to learn vertically. The model of a learning organization, professional community of social network in our view is the Mobile Pedagogical University. The introduction of mobile and interactive methods of professional development of teachers on the basis of integration of modern educational technologies (2021-2023) allowed us to organize seminars, exhibition-salon, master classes in online mode. An educational intensive “Teacher of the 21st century: lecturer and designer” was organized for young teachers to master actual competences: “hard” (didactic and methodological), ‘soft’ (digital) and self-efficacy competencies. In the near future, the Mobile Pedagogical University will become an informal organizational and pedagogical mechanism in the structure of an educational organization, a social professional network. It is also necessary to solve the problem of formalizing the participation of teachers in the work of the Mobile Pedagogical University.

continuing pedagogical education, mobile pedagogical university, self-education, social capital, self-learning organization