SUPERVISION WITH MOBILE LEARNING RESOURCES TO IMPROVE THE LANGUAGE AND COMMUNICATIVE COMPETENCE OF A TEACHER OF A GENERAL SECONDARY EDUCATION INSTITUTION

Abstract

The article reveals the author's vision of mobile learning resources in the implementation of supervision programs during the advanced training of general secondary education teachers. The author emphasizes the goals of supervision: improving language and communicative competence in foreign language proficiency. Supervision as a form of advanced training is considered in the context of transformations of professional education and continuous advanced training of teaching staff, implementation of the provisions of the Concept of the New Ukrainian School. The author's reasoning and conclusions are supported by the results of an empirical study of the attitudes of applicants for higher pedagogical education and work in focus groups of teachers of secondary education institutions in the Kharkiv region. In accordance with the modern methodology for organizing advanced training of teaching staff, the advantages and challenges of mobile learning are identified. 1) organizational aspect: the advantage of flexibility in the presentation of educational and methodological content, the possibility of processing it at an individual pace, and the challenge lies in the actual refusal to divide work and rest, increasing the psychological pressure of overtime professional activity; 2) content aspect: the advantage in the value orientation of the dosed flow of information, advisory and methodological content to prevent overloading of teachers and the challenge regarding the quality of the offered content; 3) methodological aspect: the advantage of personalization in interaction with the supervisor the effect of learning «here and now» ptimizes pedagogical supervision, and the challenge lies in the inevitable cognitive changes and negative consequences due to continuous notification, multitasking, which also disperses attention and reduces the overall quality of professional development; 4) monitoring aspect: the advantage is in productive feedback, and the challenge lies in digital inequality, because teaching staff have different levels of digital literacy, different settings and variations of applications on their mobile devices.