PECULIARITIES OF TRAINING A TEACHER OF A HIGHER EDUCATION INSTITUTION FOR THE ROLE OF A FACILITATOR

The content of the article consists in the study of psychological and pedagogical aspects of training a teacher of a higher education institution for the role of a facilitator. The main tasks of pedagogical facilitation in higher education institutions, the professional qualities of a teacher as a facilitator are considered, scientific and theoretical approaches of domestic researchers to the specified problem. Facilitation, on one hand, is interpreted as a process aimed at increasing the speed or productivity of the subject of activity due to the actualization of his consciousness, and, on the other hand, as a group of personal skills or tools that make it possible to effectively organize group work. Forced distance learning, caused first by the pandemic and then by the war, led to the involvement of new digital tools for asynchronous and synchronous interaction of participants in the educational process: the MOODLE distance learning platform, electronic textbooks, audio and video materials, mobile technologies (Viber, Telegram), cloud technologies (GOOGLE disk), online boards, educational task design sites. In addition to the modernization of the educational process itself with the help of new methods of facilitation, it is important to train a new modern teacher who possesses not only qualitatively new tools, but also the personal qualities and skills of a facilitator, which make it possible to increase the effectiveness and productivity of both group and individual learning. That is why issues related to the search for ways to improve and organize the educational process of higher education institutions to increase the level of professional training are gaining relevance. In this context, a new phenomenon in pedagogy such as facilitation deserves special attention. Facilitation is the organization of the process of collective problem solving in a group, which is managed by a facilitator. It is both a process and a set of skills that allow you to effectively organize the discussion of a complex problem without wasting time and in a short period of time to carry out all the planned actions with the maximum involvement of the participants in the process. Facilitation allows you to organize a productive lesson and involve all students in learning as a conscious and creative process. The conceptual field of the phenomenon of facilitation is represented by the following variants: social facilitation, pedagogical facilitation, facilitating position, individual facilitation, facilitating communication facilitation as an important factor of effective communication in the context of self-actualization of the individual facilitating interaction in the context of higher education, it is important to consider all these aspects of facilitation. That is, in addition to the modernization of the educational process itself with the help of new methods of facilitation, it is important to train a new modern teacher who possesses not only qualitatively new tools, but also the personal qualities and skills of a facilitator, which make it possible to increase the effectiveness and productivity of both group and individual learning a separate personality. There is a problem of changing the position and role of the teacher in the learning process, as well as the development of the personal qualities of the facilitator in higher school teachers. Facilitation technology is aimed precisely at making student participation interested, motivated, and aimed at obtaining educational results.