Formation of professional mobility of teacher by contextual learning technologies

The problem of formation of mobility of the subject of pedagogical activity in the system of formal additional professional education is actualized. The Genesis of the concept of “mobility” in the Humanities is analyzed. The essential characteristics of professional mobility of the teacher and its structure are revealed. The role of professional mobility of the teacher in its development and achievement of new quality of education is shown. Components of professional mobility of the teacher are allocated. The level model of professional mobility of teachers is described. This model can be used in the management of the process of formation of mobility of the subject of pedagogical activity in the institution of additional professional education. Designated and reasonably contextual learning as a condition of individualization of the productive development by teachers of positive pedagogical practices and awareness of professional deficits is designated and reasoned. In conclusion, the experience of the organization of work on the formation of professional mobility of the teacher as a quality of personality using contextual learning technologies is summarized.