The domestic and foreign experience of professional development and socio-pedagogical prerequisites for the development of significant realizations of the teacherʼs professional activity during professional development are analyzed. The system of professional development is substantiated as a qualitatively new one that has undergone fundamental changes in its structure and target orientations, as well as the meaningful orientation of training programs. The transformations into targeted and meaningful guidelines for professional development, technologies for organizing the educational process are described. Professional values are unstable, they can undergo changes depending on public opinion, state policy in the field of education and other reasons. Professional pedagogical values are one of the elements of the structure of a teacherʼs professional self-awareness; they are recognized as a person and are accepted as significant formations; affect the most important characteristics of the teacherʼs personality. Revealing the need for the development of professionally significant values of a teacher, which have a positive impact on the formation of pedagogical competences in the process of professional development, we justify the need to characterize such structural components of professionally significant values as: value-targeted; motivational and meaningful; reflexive and corrective. The following are marked as the leading strategic directions of the transformation of the system of professional development in our country: changing the organizational structure of the educational space; creation of a financial support mechanism based on personalized budget financing; determination of coordination of teachersʼ professional development with their attestation; implementation of consistent diagnostic procedures for researching the effectiveness of the professional development process; improving the quality of educational programs, methodical and technological support of professional development.Keywords: pedagogical values; institutions of professional (vocational) education; professional education; educational process; certification training; teacherʼs self-development; pedagogical potential; postgraduate education.
Mobile learning is analyzed as an organization and solution of problems for complex, systematic informatization of educational activities and the implementation of measures aimed at integrating educational, scientific and managerial activities of an educational institution for the training of competitive specialists who possess a professional specialty based on modern information and telecommunication technologies. It is shown that the implementation of mobile learning involves solving a number of tasks; the development of mobile learning tools forces a new look at the technologies for implementing distance learning. The mission of an educational institution that implements mobile learning is to realize the transition from an industrial society to an information society, to use a network information and educational environment, to provide open and distance education throughout life or work based on new information and telecommunication technologies. Such an educational institution offers educational services based on a combination of network, video interactive technology and wireless access to resources, anytime and anywhere. The author's view on the formation of the mobile learning system in open distance education consists in the formulation of key provisions, which we include: the vision of mobile learning; the goal of an educational institution implementing mobile learning; purpose and tasks of mobile learning in open distance education; mobile learning technologies; didactic possibilities, properties and functions of mobile learning; multimedia core as a basis and carrier of mobile learning knowledge. As part of the research, we formulated a vision of mobile learning in an educational institution, which we understand as an ideal picture of the future, as a state that can be achieved under the most favorable conditions. Keywords: e-learning technologies; distance education; mobile learning; educational process; interactive learning; information and communication technologies; electronic training courses; LMS Moodle
The article shows that in institutions of professional (vocational and technical) education, the inclusion of a block of questions devoted to the semiotics of programming languages into the content of learning languages and programming methods will contribute to the successful implementation of the system of their fundamental training in the subject field «Information Technologies». The methodological system of education, built within the framework of the methodologicalical theory, helps students acquire knowledge and skills in the semiotics of programming languages. The main theoretical and methodological provisions are outlined, on the basis of which a methodical system of teaching the semiotics of programming languages and a metamodel of the teaching method itself in the form of a methodical theory have been built. On the basis of the classification of models of syntax and semantics of programming languages, carried out to build a conceptual basis for the methodological theory of teaching semiotics of programming languages, there have been selected the following sections for teaching semiotics of programming languages: formal syntax of programming languages; meaningful operational semantics of programming languages; formal operational semantics of programming languages; formal deductive semantics of programming languages; denotational semantics of programming languages. At the stage of selecting the content of the elements of the model of the methodical system for teaching the semiotics of programming languages, the central place is occupied by the problem of setting learning goals, since the selection of the content of other elements is aimed at achieving the set goals. Semiotic educational models include a system of tasks, in which the subject area of activity is developed within the framework of specific teaching methods, which involve textual statements of educational problems or tasks. The goals and content of learning the semiotics of programming languages, largely influencing each other, determine the choice of teaching methods for the section in question. For example, when considering the last block of learning content, there has been chosen a simulation or social learning model, which provides for the student’s assimilation of new information, as well as attempts to get involved in the situation of solving professional tasks based on it.
Educational and methodical materials in modern institutions of secondary vocational education are associated with the use of complex information and technical systems, computing and measuring instruments, and their implementation, using systems for transmission, storage, processing, formalization, and coding of information. At the heart of these processes are intensively implemented information systems that operate on the basis of information and communication technologies. Many studies have shown that the use of the above tools and systems requires the formation of a certain information culture of teachers of secondary vocational education, which they acquire in the process of vocational education. The current state of development and use of information and methodological support, which operates on the basis of information and communication technologies in secondary vocational education institutions, is analyzed. Pedagogical and ergonomic requirements and pedagogical conditions for the electronic educational resource for academic disciplines are substantiated. The conducted pedagogical experiment on the assessment of the level of competence of the teacher of secondary vocational education in the field of creation and use of the electronic educational resource as a part of information and methodical maintenance of educational process is described. In the process of designing information and methodological support of the educational process, significant sources of information were identified: pedagogical and ergonomic quality of the developed electronic educational resources; formation of professionally important qualities in the conditions of use of means of information and communication technologies; formation of the teacher’s readiness to develop and use an electronic educational resource based on the implementation of didactic capabilities of information and communication technologies. Keywords: information and methodological support; institutions of professional (vocational) education; professional education; educational process; electronic educational resource.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.