The relevance of the study of this problem is due to the intensive implementation of new information technologies and various electronic courses that contribute to the introduction of digitalization in the educational system. According to the regulatory documents, the purpose of digitalization of the educational system is to ensure a broad access to information and digital resources, and the use of digital technologies in the educational process. In this regard, this article focuses on the identification and disclosure of the purpose and objectives of digitization in the education system, the implementation of the principle of organization of mastering of the optimally required knowledge, a particular algorithm, contributing to the development and transmission of knowledge by means of individual internal and external instruments of knowledge representing the cognitive organization of a personality. The leading method in the study of this problem is the interdisciplinary analysis of scientific literature, which allowed to reveal the essence of the digitalization of the educational process, optimization of the method of cognitive modeling in the educational process in order to develop internal instruments of knowledge of students; theoretical modeling, which allowed to structure the planning process of educational activities in higher education. The article reveals the changes determined by the new socio-cultural and economic situation of digital development, substantiates the new formats of collaboration and learning built around the student, requiring digital literacy teachers and responsibility of students for the quality of their education. The article is focused on the adaptation of teachers to the new conditions of professional activity in the field of education in the conditions of digitalization.
The studying of a process of teachers’ professional competence expansion in the conditions of updating of domestic professional education was based on the checking up a hypothesis of interrelation between teachers’ competences and their professional competence. Data of college teachers’ poll of the Tatarstan Republic and the Republic of Mordovia in the conditions of educational standards of the fourth generation’ introduction and professional standards were investigated. The technique of studying the teachers’ opinion on expansion of teachers’ professional competence is theoretically proved and developed. Dynamics of teaching opinion is investigated by means of the adapted didactic means, which allow one to describe quantitative and qualitative characteristics of the happening processes. The research has rather fully allowed revealing the observed unevenness of formation of innovative professional competences of the interviewed teachers. Although a self-assessment formation of the respondents of the offered competences is above an average (on a 10-mark scale), the quantitative indices define the leading role of cognitive competences. Results of the conducted research are useful for experts in the field of education and are of interest for the general public in the conditions of an innovirovaniye of domestic professional education.
) *Corresponding author (a) FGBSI "Institute of pedagogy, psychology and social problems", Isaev St., 12, Kazan, Russia, maslennikovavaleriya@mail.ru (b) FGBSI "Institute of pedagogy, psychology and social problems", IsaevSt., 12, Kazan, Russia, us-ipppporao@mail.ru +7-9172663011 (c) FGBSI "Institute of pedagogy, psychology and social problems", Isaev St., 12, Kazan, Russia, ostap2002@inbox..ru AbstractThe article reveals the main ideas of the concept of ensuring complex safety of the personality in the educational organizations reveal; the main methodological approaches and the principles of ensuring complex safety are offered.Authors consider necessary to consider complex safety of the personality in the educational organizations at three levels: social, infrastructure and personal. In the article are allocated three main components of complex safety of the educational organization: safety of the external environment of the educational organization (protection of educational objects; implementation of requirements of access control; measures for ensuring protection of the state secret; information security; anti-terrorist safety); safety of the internal environment of the educational organization (development and realization of complete educational and educational system, ensuring energy and fire security, reliable functioning of power supply, the prevention of emergencies at electro-, water -and gas supply); personal security of participants of educational process (scheduled maintenance on the prevention of offenses; prevention of the asocial phenomena, extremism and terrorism, corruption; system of measures for ensuring psychological safety).Complex safety is considered as a set of the measures and actions of educational institution which are carried out in interaction with local governments, law-enforcement structures, other auxiliary services and public organizations for ensuring safe functioning, and also readiness of employees and pupils to rational actions in emergency situations. As the expected result of implementation of the concept the model of the socially oriented safe identity of the graduate of the educational organization is offered.
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