Modernization of Education Programs and Formation of Digital Competences of Future Primary School Teachers

Abstract

Modernization of education programs is carried out through the digital technologies integration into the education system, in particular, into the primary education system. This leads to the integration of courses and disciplines into curricula for the development of digital competences of future primary school teachers. The purpose of the investigation was to study the features of modernization of education programs in order to form digital competences of future primary school teachers. 48 scientific publications have been examined, studied and systematized, where the integration of disciplines for the study of digital competences into the educational process of teaching future teachers is considered; consequently, three dimensions of modernization of curricula have been investigated. The first one concerns the development of general digital competences, the second one - the competence to integrate technology into educational practice, the third one - professional digital competence. It has been revealed that general digital competences are consistent with the context of the education system. Competence to integrate technologies into teaching practice focuses on the context of integration, preparing future teachers for the opportunity to use technology in future teaching of pupils, critically assess the use and teach children, using digital devices in education process. The academic paper proposes the concept of professional digital competence as the ability of a teacher to work in the context of a school education system with a digital form of education, including the process of teaching, managing digital learning environments and professional activities of a teacher. Further research should additionally explore professional digital competence in the framework of primary teacher education.

Introduction: education, the environment and sustainability

“…In the same vein, Cuhadar (2018, p. 61) states that 'although there are many vital components of successful technology integration in education, perhaps the most important of them, as well as the least emphasised one, is the process of teacher education'. Both studies, among others (Gabarda et al, 2020;Melash et al, 2020;Yehuda, 2020;Magdaléna & Ivanova, 2020), highlight the relevance of embedding technology naturally in daily activities, since the preservice teachers will have to replicate this practice in the development of their future careers. Moreover, a high exposure to a wide range of activities in different areas would make students more competent digitally (Hřebačková, 2019).…”

Evaluación de la Competencia Digital Docente: instrumentos, resultados y propuestas. Revisión sistemática de la literatura

“…En este sentido hemos comprobado que, a pesar de la dificultad de llegar a un único diagnóstico global, una parte relevante de los estudios ponen de manifiesto que el nivel de CDD percibido por los docentes es más bajo que el que realmente poseen. Sin embargo, coincidiendo con Melash et al (2020), su interés por mejorar la competencia digital es manifiesto, destacando una actitud positiva hacia el uso de tecnologías en sus prácticas y la formación docente.…”

“…La mayor parte de estas publicaciones ponen de manifiesto la necesidad de mejorar la formación del profesorado en competencia digital, tanto para el profesorado en activo como para el profesorado en formación (Melash et al 2020), y recomiendan ampliar la investigación en CDD para garantizar la eficacia de esta formación (Gisbert Cervera et al, 2016;Guillén-Gámez y Mayorga-Fernández, 2020), descubrir qué factores inciden positivamente en su mejora y reducir aquellos que generan disfunciones (Frolova et al, 2020).…”

Scientific and Methodological Basis of Practice-Oriented Training of Students-Biologists: A Case Study in Kazakhstan

“…Thus, the existence of scientific regulations, practice-oriented training between methods and insufficient development of the methodological basis for practice-oriented professional training of future teachers; at the scientific and methodological level. On other hand, lack in the need to strengthen the applied (practice-oriented) nature of professional training for future teachers and the technical aspects of such training development, taking into account the trend of modernization of teaching and education (Melash et al, 2020).…”