№3-комиссаров indd
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| Keywords: management, social network, network of teachers of pre-school organizations, organizational resources,
methodical resources, motivation. INTRODUCTION In the context of UNESCO's proclaimed principle of education of the 21st century "Life-long Learning" - network communities in the system of raising the qualifications of preschool organizations’ teachers acquire a special status and meaning. Stimulating participation in virtual network communities is one of the forms that support an educator. In the educational environment virtual communities are traditionally interesting from the point of view of professional development of pre-school organizations’ teacher, solving ad hoc problems and presenting accumulated experience, direct or indirect influence on the processes of education, upbringing, and socialization of children. The internet community of teachers in preschool organizations is a vivid example of the prolongation of organized learning in a self-directed post-course period. The process of initiating and supporting network communities involves studying and selecting effective management decisions. In this regard, it seems important to clarify the concepts of the social community, social network, virtual professional community. MAIN PART The result of the review of publications about the essence and sociocultural characteristics of network communities [1, 2, 3] is presented below in the terminological analysis described by Chesnokova NP. [4] (Table 1). 218 Table 1 – Developing the concept of social network Definition Specificity of social aggregation Characteristics of social interaction Community F. Tennis, J. Gillery family, assemble of people, brotherhood, network of social relations common goals, interests, sense of жүктеу/скачать 3.33 Mb. Достарыңызбен бөлісу:
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