The conceptual and methodological principles of future technology teachers’ training to the innovative pedagogical activities in terms of the postmodern approach are scientifically argued and developed in the article. It is proved that their training becomes effective if it is carried out according to the defined theoretical and methodological bases of the search, taking into account the main directions of reforming the system of higher pedagogical education in the context of innovative development of Ukraine. The essence and content of readiness of future teachers of technologies for innovative pedagogical activity are revealed, components (motivational, cognitive, activity-technological, and creative-reflexive), criteria, indicators, and levels of its formation are defined. The pedagogical conditions of training of future teachers of technologies for innovative pedagogical activity are substantiated; theoretically developed and experimentally tested component model of the professionally-oriented educational environment of pedagogical free economic zone and structural-functional model of training of future teachers of technologies for innovative pedagogical activity. The effectiveness of the gradual introduction of methods of training future teachers of technology to innovative pedagogical activities through the use of developed methodological support and improvement of content, forms, methods, and means of educational interaction of subjects and objects of educational process environment of pedagogical higher educational establishments was experimentally tested and confirmed using the methods of mathematical statistics.
Innovations in the educational process are necessary because the entire country's future well-being depends on the level of education of young people. Pedagogical technologies are being improved to provide high-quality modern education. In their study, the authors studied the features of innovations in the educational process and pedagogical technologies, the impact of the crisis and global digitalization on it, as well as global trends. The authors determined that the dominant processes and functions for acquiring new knowledge and transferring it to the economy's production sectors are increasingly organized according to the principle of networks and proposed the features and algorithm for the formation of a pedagogical (educational) cluster. To calculate the effectiveness of such a cluster, the authors have developed a complex system of indicators. The recommendations proposed in the study will help universities understand the clustering process, realize its importance, outline development paths and their place in the clustering of the educational process.
The article defines the criteria and levels of manifestation of digital competence, presents the experience of forming the digital competence of a HEIs modern teacher. The purpose of the study is to identify a mobile system of pedagogical aspects, based on which the digital diagrams of HEIs teachers are formed. The article describes the concept of "digital competence" in pedagogy, sociology, psychology, teaching methods. Empirical (observation, experiment, comparison), qualimetric (statistical calculation), and modeling (model creation, forecasting) methods were used to form the methodological base. It is established that the concept of digital competence of the teacher is an integral element in the learning environment of the HEIs, which is based on the basic pedagogical aspects. The practical significance of the intelligence results is directed to the implementation of the provisions of the digitizer model.
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