Educators' Readiness to share knowledge in an online educational environment

The article actualizes the problem of searching for new methods of developing the professionalism of teachers. The requirements for teachers' digital competence and their online communications are analyzed. The importance of the development of teachers' ability for continuous development, using the possibilities of knowledge sharing method is noted. The aim is to identify and describe the directions of development of teachers' readiness to share knowledge in online educational environment. A review of scientific research in the segment of teachers' readiness to carry out their professional activities in the digital educational environment is conducted. The problems faced by teachers are revealed: their fears and resistances, insufficient digital competence. Interesting solutions to these problems are proposed. The methodological basis of the research is the position of A. N. Leontiev's activity theory, in particular the idea of “shifting the motive to the goal”. According to this position, the involvement of teachers in knowledge-sharing activities in the online environment, despite initial resistance, contributes to filling it with new meanings and the development of motivation. The theoretical analysis of scientific sources and empirical study of teachers' readiness to share knowledge in the online environment are presented as research methods. The description of the results is connected with the characteristic of the directions of development of teachers' readiness to share knowledge in online educational environment. The first direction involves teaching teachers time-management tools in the implementation of continuous professional self-development. The second direction is connected with teachers' acquaintance with different platforms and forms for online professional interactions. The third area involves helping teachers overcome psychological barriers to presenting the results of their professional work. The fourth strand aims to familiarize teachers with the basics of conceptualizing professional knowledge. The scientific novelty lies in the substantiation of the method of knowledge sharing which enriches the andragogical direction in pedagogy. The practical significance of the presented results is reflected in the institutions of additional professional education of pedagogical workers and centers for continuous improvement of professional skills. The expediency of application of these directions is noted under the condition of formation of psychological, pedagogical, scientific, digital competence of teachers in the system of professional development.