Формування професійної компетентності майбутніх учителів засобами інформаційно-комунікаційних технологій
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Дата
2014
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Анотація
У статті проаналізовано визначення понять «компетентність», «професійна компетентність», «інформаційно-комунікаційні технології». Досліджено структуру поняття «професійна компетентність учителя». Розглянуто компоненти професійної компетентності майбутнього вчителя: мотиваційно-ціннісний, змістовий, діяльнісний, особистісний і дослідницько-рефлексивний. Визначено засоби інформаційно-комунікаційних технологій та їх значення в підготовці майбутніх учителів початкових класів. Виділено педагогічні умови формування професійної компетентності майбутнього вчителя засобами інформаційно-комунікаційних технологій.
In this article such definitions as competence, professional competence, informational and communicational technology are analyzed. Such components of the professional competence of future teacher as motivational value, meaningful, active, personal, research and reflective are characterized. We study the structure of the concept of teachers’ professional competence and the next structural components such as subject-methodological, psychological, educational, general and ICT competence may be highlighted. When we talk about ICT competent students we bear in mind the conscious possession of students the constituents of ICT literacy skills for tackling educational activity. Thus ICT literacy determines which skills a student must possess in oder to access, evaluate, and create media messages. The means of informational and communicational technologies are defined. To the belong: Internet technology, multimedia software, office and specialized software, electronic manuals and tutorials systems, distance learning systems (computer support training) and others. Also it is identified their importance in the preparation of future elementary school teachers: they increas the interest and motivation of strengthening education, provide opportunities to use different ways of presenting information, allow you actively include students in the educational process, focuse their attention on the most important aspects of the material, organize peaceful mental work, allow you to use during the lesson large volumes of information (informational networks, databases, etc.), require continuous training of teaching staff, appropriate equipment and methodology and improved software. Informational and communicational technologies have highlighted the next pedagogical conditions of professional competence of future teachers. They have to provide the educational process with the appropriate technical equipment, adopt and implement internal network – Intranet, develop and implement electronic textbooks, electronic teaching systems which provide a professional formation of future teachers on the principles of differentiation and individualization of studying, build educational process with the use of innovative technology based on integrated techniques through the introduction of modern ICT (modular, distance learning, Mobile learning on the Internet and Intranet, etc.), organize a system of training for teachers in ICT.
In this article such definitions as competence, professional competence, informational and communicational technology are analyzed. Such components of the professional competence of future teacher as motivational value, meaningful, active, personal, research and reflective are characterized. We study the structure of the concept of teachers’ professional competence and the next structural components such as subject-methodological, psychological, educational, general and ICT competence may be highlighted. When we talk about ICT competent students we bear in mind the conscious possession of students the constituents of ICT literacy skills for tackling educational activity. Thus ICT literacy determines which skills a student must possess in oder to access, evaluate, and create media messages. The means of informational and communicational technologies are defined. To the belong: Internet technology, multimedia software, office and specialized software, electronic manuals and tutorials systems, distance learning systems (computer support training) and others. Also it is identified their importance in the preparation of future elementary school teachers: they increas the interest and motivation of strengthening education, provide opportunities to use different ways of presenting information, allow you actively include students in the educational process, focuse their attention on the most important aspects of the material, organize peaceful mental work, allow you to use during the lesson large volumes of information (informational networks, databases, etc.), require continuous training of teaching staff, appropriate equipment and methodology and improved software. Informational and communicational technologies have highlighted the next pedagogical conditions of professional competence of future teachers. They have to provide the educational process with the appropriate technical equipment, adopt and implement internal network – Intranet, develop and implement electronic textbooks, electronic teaching systems which provide a professional formation of future teachers on the principles of differentiation and individualization of studying, build educational process with the use of innovative technology based on integrated techniques through the introduction of modern ICT (modular, distance learning, Mobile learning on the Internet and Intranet, etc.), organize a system of training for teachers in ICT.
Опис
Ключові слова
компетентність, професійна компетентність, інформаційно-комунікаційні технології, ІКТ-компетентність, ІКТ-грамотність, competence, professional competence, information and communication technology, ICT-expertise, ICT-literacy
Бібліографічний опис
Годлевська, К. В. Формування професійної компетентності майбутніх учителів засобами інформаційно-комунікаційних технологій [Текст] / К. В. Годлевська // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 3 (37). – С. 226–232.