Research on the development of professional and personal competencies of teachers of educational organizations in order to organize distance learning

The research problem and the rationale for its relevance. The organization of distance learning during the pandemic of 2020 revealed a number of problems of organizational, legal, and technological nature. Relevant conclusions were made, training seminars and advanced training courses were organized, and effective technologies were tested. However, the return to distance forms of organizing the educational process has caused repeated confusion, reluctance of individual specialists of the education system and educational systems to organize effective activity. What kind of professional and personal competencies a teacher should have when applying distance learning forms, what professional deficits can be experienced and what professional and personal competencies should be formed and developed in a teacher in order to optimally organize distance learning. We tried to raise and solve these questions. Awareness by teaching teams of the need for effective distance learning not only during a pandemic, but also in situations of seasonal diseases, climate features, or in the conditions of designing individual educational routes involves the creation of continuous organizational and methodological support. By what means it is possible to identify and eliminate professional deficiencies, which technologies will be optimal. Along with traditional forms and methods of teacher support, such as counseling, training in additional education programs, such as mentoring, reverse mentoring, andragogical audit and targeted support of educational organizations and individual specialists were used. The goal of research. Within the framework of the research, we set ourselves the problem of finding the optimal technology of organizational and methodological support for the development of professional and personal competencies of teachers in order to organize distance forms of the educational process. Methodology. An empirical study was conducted using an audit of websites, social media accounts, citizens' appeals regarding the organization of distance learning. We also used control and measuring materials as part of the implementation of additional professional education programs, questionnaires in social networks of students, parents and teachers. The obtained results were processed using MS Excel analytical tools. Results. The results of the study revealed the necessary competencies, as well as professional and personal deficits of teachers that affect the quality of professional activity in the process of organizing distance forms of education. The sample of teachers included specialists of the education system of the Central Federal, Western and North Caucasian districts of Russia, as well as teachers of Kazakhstan, Kyrgyzstan and Belarus (teachers, methodologists, school administrators).