Intellectual flexibility of the teacher in didactic interaction

the modern educational process is undergoing profound transformations under the influence of digitalization and new technologies implementation. Teachers face the need to respond promptly to changes in the educational environment, which requires the formation of new professional competencies. The article provides a theoretical overview and comprehensive analysis of didactic thought evolution, combining historical retrospective with comparative review of major historically established methodological approaches to didactics as well as brief survey of basic sociocultural paradigms such as synergetics, post-nonclassical rationality, metacognition, postmodernism, and positive pedagogy that define the content of contemporary education. It traces the path from classical learning theories to innovative models reflecting principles of non-classical and post-nonclassical rationality where knowledge becomes an open dynamic system. Analysis of development paths for didactic knowledge within the dynamics of scientific rationality allowed the author to conclude that traditional forms of teaching aimed at simple transfer of ready-made knowledge become ineffective for educating students of the “digital generation”. The relevance of new didactic solutions based on developing learners' active position, forming their metacognitive strategies, and critical thinking is asserted. In focus of theoretical analysis is presented expansion of subject field of modern didactics through description of a new pedagogical competence – intellectual flexibility. Modern trends in didactics are described, mechanisms by which teacher's intellectual flexibility affects success of academic-cognitive activity are identified. Necessity of integrating innovative approaches and traditional knowledge into educational practice is substantiated. Research results allow drawing conclusions about significance of teacher’s active role in creating effective educational environment.

didactics, post-non-classical rationality, synergetics, didactic relations, pedagogical competencies, intellectual flexibility, metacognitiveness