Some theoretical and practical aspects of the organization of the community of teachers (on the example of Inquiry-Based Learning implementation)

Abstract

The paper aims to determine the stages and conditions of the creation of academic communities of university teachers for the introduction of innovative pedagogical technologies, using Inquiry-Based Learning (IBL), to highlight the experience of creating such a community at the Borys Grinchenko Kyiv University (BGKU). Researchers have analyzed the organization of professional communities, the impact of their activities on the quality of education and improving the professional level of teachers. The paper contains the research of the practical aspects of the creation and organization of the work of an educational community of teachers, a set of theoretical (analysis and synthesis of Ukrainian and foreign scientific, pedagogical, methodological sources on research issues) and empirical (primary and repeated questioning of teachers of higher education institutions and teachers of secondary education institutions) were the methods used, as well as an analysis of the results obtained. The article demonstrates the impact of teachers` network functioning on teachers’ professional activities and implementing IBL in mathematics teaching. It is revealed how participation in the community influences the use of innovative pedagogical methods of teaching mathematics. Teachers from BGKU and other universities were involved in the survey, which had a total of 72 respondents. The survey results were comprehensively analyzed and presented their graph interpretation. This article describes of some theoretical and practical aspects of the development of academic communities of university teachers for the introduction of innovative pedagogical technologies, using IBL at the educational institutions, where the staff work, research and collectively take steps to improve the learning process and research. It is revealed how participation in the community influences the use of innovative pedagogical methods in the teaching of mathematics.