NETWORK INTERACTION OF TEACHERS-TO-BE IN THE CONDITIONS OF ONLINE LEARNING

Abstract

The article discusses the problem of network interaction of future teachers as one of the important aspects of digitalization of vocational education. In line with this problem, the authors propose a paradigm of network interaction as a methodological model of collaboration in the context of online learning. Interaction is an important mechanism aimed at changing the qualitative state of future teachers. The experience of distance learning in the pandemic has shown the need for interaction, since each participant manifests him(her)self in the process leading to a qualitative change. The widespread implementation of network technologies is logical, which requires a change in the educational paradigm towards the personalization of the learning process, taking into account the laws of technological development. The results of the monitoring study reveal problems in the organization of networking in universities that arose during the pandemic, as evidenced by the diagnostic data. The paradigm of network interaction allows you to switch to professional pedagogical cooperation in the network. The effective organization of the educational process will allow future teachers to form a network competence as an important condition for their competitiveness. The organization of distance learning or online learning based on the patterns and principles of network interaction will effectively form the digital competencies of the teacher-to-be.