Abstract:

In Latvia, since 2016, distance learning Latvian language lessons have been offered to 7-15-year-old diaspora children, using online lessons as the main form of teaching. The relevance of the research is based on research data that show the deterioration of the Latvian language skills of diaspora children. Some pupils have low motivation to learn the Latvian language while living outside of Latvia, and there is a relationship between the dynamics of the pupil’s learning achievements, the pupil’s motivation, and the teacher’s professionalism. The time allocated for online language learning is very limited, thus it is important to improve the professional competence of online teachers to ensure more effective and motivating lessons. The aim of the research is to identify the theoretical and normative framework of the pedagogue’s competence in Latvia, Lithuania and elsewhere in the world, to find out what are the specific pedagogical competences of an online teacher of the Latvian language for diaspora children. The methods used in the research are the analysis of scientific literature and documents using the qualitative content analysis approach. The authors of the article reveal the general and specific knowledge, skills and attitudes that make up the professional competence of an online pedagogue of the Latvian language.

Keywords:

Professional competence, teacher, Latvian language learning process, digital classroom, education.