PEDAGOGICAL CONDITIONS FOR CONVERTING A TEACHER’S PROFESSIONAL COMPETENCIES INTO SYMBOLIC CAPITAL

Abstract

The article examines the process of transforming the professional competencies of a modern teacher into their symbolic capital – the authority, reputation, and status of an expert recognized by society. The author argues that in the context of digitalization and the decentralization of knowledge sources, the traditional (“official”) authority of the teacher is losing its dominant role. The study identifies, theoretically substantiates, and experimentally verifies a set of pedagogical conditions for this conversion: the informational and media representation of experience, the development of the teacher’s conceptual and reflexive culture, and their involvement in expert‑network interaction. A specific algorithm of actions at the personal and managerial levels is proposed to ensure the success of this transformation.