THE MODERN TEACHER IN THE PARADIGM OF THE TWENTY-FIRST CENTURY SOCIETY CHALLENGES

The article substantiates the statement about the specificity of a teacher job of the 21st century. Special attention is given to ascertaining the requirements to the modern school-leaver in the context of the world globalization processes, specifically, computerization of the society, profound transformations of the information space, changes in the future professiograms. The article accentuates that the modern school-leaver is a responsible citizen, a patriot, a many-sided integral personality open to innovations, competitive in the job market, ready for life-long learning. The purpose of the article is to characterize the 21st century teacher models in the context of contemporary discourse that a modern teacher should be. The methodology of the research is based on such approaches as: activity, acmeological, axiological, competence and provides a set of general scientific and specific scientific methods. The main bulk of the paper covers the models of the 21st century teacher. It specifies and provides a profound analysis of the teacher models most commonly used in the education process: teacher-coach, teacher-mentor, teacher-tutor, teacher-facilitator, teacher-moderator – this is the scientific novelty of the article. Specific features of each model and the teacher’s main mission have been characterized. The paper has interpreted the uniting paradigm of these models and the priority statements: a teacher is not an undisputable authority, the only source and retransmitted of knowledge, they do not teach in the classical meaning, their style is cooperation and co-creativity, they actively participate in the development of the individual educational trajectory of the student considering the latter’s individual specific features, abilities, needs, motivations, associations. The teacher organizes their work based on child-centered learning, competence, behavioral, axiological, gender-based approaches; they work in the space of the individual-oriented pedagogy, builds partner, constructive relationships with students, colleagues, parents on the level of co-creativity, co-operation, mutual trust and respect. As a conclusion, we note that the teacher of the 21st century should combine competences of a coach, a mentor, a tutor, a facilitator, a moderator. They should be qualified, professionally mobile, motivated, and multicultural. The article has presented a professional image of the modern teacher: they are patriotic citizens, qualified professionals, creative and self-motivated personalities ready for constant self-development and improvement. It has been elucidated that any teacher model includes a certain influence of its era, but still preserves an unchanged core: love and respect to children