Introduction. The article discusses the positive aspects of the introduction of digital simulators of pedagogical activity into the process of professional training of teachers. The subject of the research is the most significant technical factors affecting the design of a digital simulator for professional training of mathematics teachers. Methodological approaches to simulating the process of learning to find solutions to problems are considered.Materials and Methods. In the article there was conducted theoretical analysis of the complex domestic and foreign scientific sources (articles and publications on the research topic, the results of dissertational researches in pedagogics and psychology), which generalize and systematize international and Russian experience in relation to teacher training, and in terms of the characteristics of different virtual simulators. There were applied a method of theoretical generalization, content analysis, technical algorithm for using computer programs in the designing of a simulator.Results. As a result of the authors’ analysis and interpretation of available sources, the data of international and Russian studies are summarized and systematized. Various platforms and technical characteristics that allow implementing simulators are analyzed. The technical data obtained during the analysis allowed us to identify and justify the process of creating the simulator platform. The visual concept of a simulator, which provides for the use of vector and raster graphics packages, is presented.Discussion and Conclusions. The article presents the stages of development and implementation of simulators in the professional training of teachers. The new digital educational environment with the use of computer modeling capabilities will allow future teachers to master professional competencies by training virtual students.
В статье описана модель оценки профессиональной компетенции будущего педагога с помощью цифрового симулятора педагогической деятельности. Рассмотрена возможность применения симулятора в подготовке будущих педагогов, который позволит выявить у бакалавров уровень владения общепрофессиональными компетенциями и повысить эффективность профессиональной подготовки. Цель статьи – определить и обосновать возможность оценки общепрофессиональных компетенций бакалавров посредством цифрового симулятора педагогической деятельности. В представленной модели определены показатели и индикаторы знаний, умений и навыков будущих педагогов. К данным показателям отнесены умения разрабатывать учебные программы, планировать результаты согласно требованиям ФГОС, организовывать учебную деятельность, контролировать результаты обучающихся, осуществлять учебную работу на основе специальных научных знаний. В статье описываются этапы проверки компетенций, которые дифференцированы в соответствии с действиями учителя, производимыми в реальном классе. В результате прохождения симулятора программа дает количественную и качественную оценку знаний, умений и навыков будущих педагогов и формирует рекомендации в случае неверных педагогических действий в процессе прохождения виртуального урока. The article describes a model for the assessment of professional competence of a teacher-to-be using a digital simulator of pedagogical activity. It considers the possibility of using a simulator in the training of teachers-to-be, which will allow to identify the level of proficiency in general professional competences of bachelor’s degree students and increase the efficiency of professional training. The purpose of the article is to determine and substantiate the possibility of assessment of general professional competencies of bachelor’s degree students through a digital simulator of pedagogical activity. The presented model defines indicators and indicators of knowledge, skills and abilities of teachers-to-be. These indicators include the ability to develop training programs, to plan results according to the requirements of the Federal State Educational Standard, the ability to organize educational activities, to monitor the results of students, carry out educational work based on special scientific knowledge. The article describes the stages of competence testing, which are differentiated in accordance with the actions of the teacher in a real classroom. As a result of passing the simulator, the program gives a quantitative and qualitative assessment of knowledge, skills and abilities to teachers-to-be and forms recommendations in case of incorrect pedagogical actions during a virtual lesson.
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