UDC

Authors

Abstract

The paper deals with certain aspects of organizing teachers’ advanced training and their professional development. The recent decades have seen a rise in information technology, allowing us to use various forms of professional development, including those in informal education. The educational market offers a variety of free and paid courses for teachers. The term crowdsourcing was introduced in 2006 and has been gradually expanding its scope of application and, as a consequence, its content. Generally meaning a process of problem-solving by soliciting contributions from amateurs, crowdsourcing is gradually gaining acceptance as a technology of collective intellectual product, resulting in a new generation of educational technology based on Web 3.0. This paper studies the use of crowdsourcing in other spheres and analyzes its advantages and disadvantages. The author examines the prospects of using this technology for teachers’ professional development and comes to the conclusion that certain conditions have to be observed, such as: assessment of students’ learning needs; an efficient network resource; a system of self- and mutual evaluation; use of reflection for competence development; identification of urgent pedagogical and methodological problems; definition of end product requirements, “control points” and time frames.

Keywords

References

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