Developing teachers' motivation to exchange knowledge in remote forms of professional development

The article updates the topic of improving the quality of professional development, carried out in connection with the new requests and conditions of the pandemic in a remote format. The problem of decreasing communication activity of teachers in distance learning is noted. This leads to a significant decrease in teachers' motivation to share knowledge. Therefore, the goal is to describe the main provisions for developing teachers' motivation to exchange knowledge in online professional development formats. The review of scientific research is carried out, which allows to find out high interest of scientists and practitioners in the issue of increasing productivity of distance learning. One of the solutions is to strengthen the communication component between the teacher and students, as well as between students themselves in the process of online forms of professional development. The methodological basis of the research is the provisions of personal-oriented pedagogy and androgogy, which are focused on taking into account the requests of the main recipients of information at the courses (teachers). On this basis, the results of the study of the needs of teachers to teachers who provide their professional training (retraining) in online format are shown. The description of the results is linked to empirical research data and represents the main provisions aimed at developing teachers' motivation to exchange knowledge in remote forms of professional development. These provisions are linked to the need for teachers to be carefully prepared for online classes, including a properly designed and visually attractive presentation. It is also recommended to form a positive image of the teacher, consisting of a harmonious unity of visual, audio, and content characteristics. The proposed provisions are linked to the expediency of selecting tasks for practical work, psychological support for students, discussion of acute problems for teachers, and the use of a special system of incentives. The scientific novelty is to highlight new provisions that enrich modern andragogy in the digital educational environment. The practical significance of the presented results lies in the possibility of their wide application in the system of additional professional education for adults. Opportunities and limitations of the application of these provisions in the conditions of distance learning of teachers are discussed. The prospects for further development of the issue are considered.