Інформаційна компетентність як складова професійної компетентності майбутнього вчителя математики

Abstract

Розглянуто можливості формування інформаційної компетентності як складової професійної компетентності майбутнього вчителя математики. У статті зроблений аналіз літератури та уточнені компоненти, функції, рівні сформованості, структура інформаційної компетентності вчителя. Визначено багатоаспектність поняття інформаційної компетентності, яку дослідники пов’язують з феноменом інформаційного суспільства, з технологічною революцією, з появою і розповсюдженням електронних інформаційно-комунікаційних технологій, також визначено основні елементи формування інформаційної компетентності та запропонована її реалізація за допомогою медіаосвітніх технологій.

The possibilities of the formation of information competence as a part of professional competence of future teachers of mathematics are described. The teacher has to update constantly his own professional, general cultural and scientific-methodological level. Training, retraining and further professional development sometimes become a necessary element of the profession. Teacher’s professionalism is an integrated measure of his personality – active nature, ability to implement his civic responsibility, maturity and professional duty. So lately has been actively discussed the preparation of a future teacher of mathematics on the basis of competence approach as the most effective approach to the educational process, that provides training in accordance with the current requirements of the society. The teacher of mathematics should have sufficient fundamental scientific preparation, know the methods of scientific research in mathematics, use computer technology at different stages of the educational process. Measuring of the level scientific and theoretical training can be done by means of testing. Mathematics teachers must have knowledge of psychology and pedagogy to better understand the personality of each student, to carry out an individual approach. In the article is given an analysis of the literature and are defined components, functions, levels of structure of teacher’s information competence. Information competence of a teacher of mathematics involves extensive use of computers, electronic versions of training materials, curricula, educational technologies of creative nature. Teachers should have the necessary training for the specific differentiation capabilities of students based on individual characteristics, motivation, age and psychological characteristics. Systemic, holistic view of information competence, the selection of its structure, grounding criterion, functions and levels of formation, allowing targeted and efficiently organize the training process through educational activities, enhance professional knowledge to make effective decisions in educational activities. Information competence is a major component of an information culture, which in turn is a part of the general culture. Definitely multidimensional concept of information competencies that researchers associated with the phenomenon of information society with the technological revolution, the emergence and proliferation of electronic information-communication technologies also identifies the key elements of the formation of information competence and the proposed implementation of it using Media-Technology.