The academic community and school teachers: anthropological approach to the development of a culture of dialogue

The article presents the experience of applying the anthropological approach in developing a culture of dialogue between the academic community and school teachers. Its important feature is that dialogue plays the role of the tool in shaping the value synonymy of two professional communities, actualizing the
personal potential of participants, generating new meanings and The article presents the experience of applying the anthropological approach in developing a culture of dialogue between the academic community and school teachers. Its important feature is that dialogue plays the role of the tool in shaping the value synonymy of two professional communities, actualizing the personal potential of participants, generating new meanings and ideas, also promoting the development of new practices. Particular attention is paid to the enlargement of scientific and educational formats for the interaction of the academic community with
the institution of school teaching, ensuring a value-oriented relationship between them. In this regard, the po-lemic over the establishing of professional teachers’ community, capable to maintain a dialogue with the academic community on issues of mutual professional interest, is of fundamental importance. This is a socially predetermined request that is able to provide an understanding of the meanings of the academic culture language in the dialogue between both communities and the readiness of school teachers for changes. Discourse practices within the framework of an intra-communal dialogue in the format of interaction between school teachers participating in the “Profile Class of RANEPA”project made it possible to determine in practice their motivation in the form of interest to the cognitive and competency components. By defining specific didactic practices, strategic importance was stressed while addressing to systematic experiences and competencies, which are to some extent close to the activities of the academic community. All of this found its shape in strengthening the positions of design and research practices, the formation of a set of skills for vocational guidance, critical thinking skills and prepearing for assessment activities. The most promising feature from the point of view of creating conditions for positive liability of the teaching staff in the framework of the intra-communal dialogue should be considered its permanent existence in the space of professionally defined subject knowledge.

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