Consideration of the Basic Competencies of a Preschool Teacher in Curriculum Modernization

Abstract

The work deals with an important aspect of teacher training — the formation of competence in the field of technologization of the pedagogical process. An updated theoretical model of a holistic pedagogical process is presented, which is the basis for coverage of the criteria for the formation of abilities for the constructive and systematic introduction of technologies into pre-school education. The author’s questionnaire The Scale of Self-Assessment of Pedagogical Abilities for the Technologization of the Pedagogical Process was presented. The article provides the results of its testing on a sample of a total of 412 respondents, including 170 preschool teachers with work experience from 1 to 25 years, 200 — students-future teachers, 42 - PEF coordinators. Based on the comparison of samples of teachers with different work experience, it describes how the nature of professional activity determines the specific structure of competences in the field of TPP. The experiment was a part of research; authors showed the conditions for the implementation of a special curriculum, which helps effectively prepare teachers for the use of modern educational technologies.

Digitalisation of Schools from the Perspective of Teachers’ Opinions and Experiences: The Frequency of ICT Use in Education, Attitudes towards New Media, and Support from Management

“…The conclusion that the use of new technologies by contemporary teachers is limited and of a routine nature is confirmed by research conducted in Poland [46][47][48], as well as in other European countries [43]. Indeed, there is no denying that ICTs have become a permanent part of the socio-pedagogical and educational context [49,50] and today education without digital technologies is simply impossible. At the same time, research indicates that teachers and head teachers are still afraid of the changes which take place when introducing new technologies [51], they maintain detachment from the constant implementation of ICT in their educational processes [51], and they have too little experience [52]-regardless of whether the changes are implemented in the conditions of contact-based education or pandemic-enforced remote education [46].…”