RESUMOSob medidas de auto-isolamento e quarentena durante a pandemia COVID-19 em 2020, o ensino à distância é urgente em todos os níveis educacionais. Esses eventos afetaram a competência digital de professores e alunos de especialidades pedagógicas que lecionam para alunos e escolares. O artigo analisa as competências digitais necessárias para um professor moderno implementar com sucesso as necessidades educacionais dos alunos ao usar tecnologias de ensino à distância e elearning. O objetivo da pesquisa é aumentar o nível de competência digital, avaliando esse nível e identificando problemas na utilização do e-learning. O estudo foi realizado por meio de um questionário desenvolvido pelo centro analítico da Agência Nacional de Pesquisas Financeiras (NAFR) Russian Teachers 'Digital Literacy, permitindo a identificação das principais competências exigidas para um professor moderno, como atuar em ambientes de ensino à distância, conhecimentos sobre a noções básicas de tecnologias de nuvem e a capacidade de organizar a interação online e offline, usando vários serviços. De acordo com o cálculo do coeficiente de concordância de Kendall, foi feita uma classificação dos lados positivos e negativos identificados na organização da interação remota entre professores e alunos da República de Sakha (Yakutia) durante a pandemia. Os resultados do estudo permitiram aumentar a eficiência do trabalho com alunos e professores e organizar cursos de atualização e apoio na implementação do e-learning.

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At present, teaching programming to future teachers is superficial or is excluded from computer science curricular. Only programming fundamentals are taught during computer studies, and skills acquired during the training are not applied in practice. The aims of this article are 1) to develop a programming course for teacher training disciplines that are taught in training units of the Ammosov North-Eastern Federal University (NEFU), and 2) give recommendations to apply features of the programming language Python in the professional activities of future teachers. This work applies the iterative methodological approach to undertake the study in various groups of students of NEFU from 2016 to 2019. Quantitative and objective indicators are used. Results show which modules of Python are the most appropriate for students to study for their future professional teaching activities. The training course "Use of the language Python by future teachers" is developed, and will be taught in all training units of the university, that have teacher training disciplines. The article determines a direction of future research related to teaching programming, which is important for all computer studies.

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The present study considers the issues of building a professional career by future specialists in the edu-cational environment of the university. There are examined the concepts of “career” and “profession-al career” both in foreign and domestic research. In January and February of 2020 the authors conduct-ed a survey of 616 undergraduate and graduate stu-dents of M.K. Ammosov North-Eastern Federal Uni-versity in order to study their approaches to life, career skills, competencies, as well as ways and mechanisms of building career growth. The results of the survey showed that the students mainly see career development as an opportunity to achieve their material goals, to combine professional and personal interests, to build their own business, etc. The study presents the forms and methods applied at the university regarding career development of future specialists (workshops, disputes, meetings with successful graduates, employers, employees of employment services, employment centers, etc.) taking into account ethnocultural aspects, regional specific features and distance learning.