Continuous development of teachers’ ICT competence through formal and informal advanced training
T.I. Kanyanina , Е. P. Krupoderova, V. B. Klepikov, S. Yu. Stepanova
Abstract
The State Program of the
The aim of the study is to justify a model for the continuous development of ICT competence of teachers through formal and informal skills development in the field of ICT.
The research describes a model for the continuous development of ICT competence of teachers through the formation of individual educational routes. The components of individual educational routes, their content for the formation of all-use, pedagogical and subject-pedagogical ICT competence are substantiatedin this article. Practical recommendations are given for organizing formal advanced training on the basis of relevant institutions of advanced training, building a system of tutoring, using the potential of networking pedagogical communities.
Materials and Methods
– theoretical and methodological analysis of domestic and foreign methodological literature, scientific articles and publications on the problem concerned;
– study and synthesis of domestic and foreign projects on the formation of ICT competence of teachers;
– application of methods of generalization, comparison and forecasting.
Results
Comparison of the requirements for ICT competence of students and teachers stipulated in the Federal State Educational Standards of General Education and the professional teacher’s standard has been performed. The analysis of existing tools for assessing the ICT competence of teachers has been conducted. Based on the analysis of existing tools we have developed a new approach to the diagnosis of ICT competences. The results of diagnostics make it possible to build individual educational routes for the development of ICT competence of teachers. The inclusion in the individual educational routes of teachers networking services (Web 2.0) is justified. The need to use these services in the educational process is discussed by domestic and foreign scientists.
A model of the continuous development of the teacher's ICT competence through formal and informal professional development is described in the article. The model consists of advanced training for teachers in the field of ICT, a system of tutoring support on the basis of educational organizations, providing support within the networking pedagogical communities. Particular attention is paid to the methodological support of the development of ICT competence of teachers within the framework of school information and educational environments.