Organization of Teacher’s Professional Activity in Conditions of Innovative Educational Environment

Abstract

The problem of organization of teacher’s professional activity in innovative educational environment is revealed in the article. The fundamental definitions of the concept of "innovative educational environment" in different aspects are determined. The analysis of researches of primary school teacher’s training in Ukraine and highly developed countries of the world is witnessed a number of contradictions that outlined necessity to generate the innovative (information) educational environment. Effective organizational and methodical decision in formation of competitive teacher is the introduction subject "Methods of organization of teacher’s professional activity in conditions of innovative educational environment" to educational process of primary school teacher’s training. Its aim, objectives,information scope, requirements to level of mastering of content component, methods and forms of monitoring and evaluation of students’ competency have been revealed. The course is based on designed innovative IT-based (cloudy-oriented) environment of pedagogical training of primary school teachers, and cloudy-oriented products are integrated in it, that will make the learning process interactive: OneNote, Skype, GoogleDisk, SkyDrive,teacher’s personal website, OneNote. The managing of students’ mastering process of pedagogical subjects is performed at lessons and using teacher’s electronic classroom.

Developing digital competence of teachers in postgraduate education using Google Workspace for Education

“…According to the European Commission's science and knowledge service of the EU Science Hub, digital competence is manifested in society's conscious and critical use of digital https://doi.org/10.55056/cte.662 technologies during work, leisure time and communication [75]. Kartashova, Bakhmat and Plish [21] emphasise that digital competence cannot be a permanent unit and is derived from the notion of "informatisation of society", so it certainly has a dynamic essence. The authors emphasise that the digital competence of an educator presupposes his/her ability and knowledge to systematically and logically use ICT, which provides access to the application and, possibly, the development of modern pedagogical technologies.…”

“…The authors emphasise that the digital competence of an educator presupposes his/her ability and knowledge to systematically and logically use ICT, which provides access to the application and, possibly, the development of modern pedagogical technologies. That is why the digital competence of educators is perceived as the creation of information and an educational electronic environment (e-environment) of the institution, which is an electronic prototype (e-prototype) of the educational institution which ensures the development of accessibility and continuity of a quality education [21].…”

Developing digital competence of secondary school teachers through training sessions

“…The issues of digital competence were covered by Berezhna, Zaiets and Shybirina [1], Bondarchuk et al [4], Ferrari [9], Ovcharuk [20], Pinchuk and Prokopenko [23], Prokhorov et al [24], Prokhorova [25], Riezina, Puzikova and Kotyak [26], Scott [27], Vakaliuk, Spirin and Kontsedailo [29], Vuorikari et al [32]. In particular, the issues of development of digital competence of a teacher were dealt with by Hamad, Ndibalema and Matalu [10], Ivanytsky [11], Kartashova, Bakhmat and Plish [12], Martyniuk, Martyniuk and Muzyka [15], Moiseienko [16], Moiseienko, Moiseienko and Kiv [17], Moiseienko et al [18], Oliynyk et al [19], Ovcharuk and Ivaniuk [21], Spirin [28].…”

“…• confident and thorough use of information and communication technologies in such areas as work (employment opportunities), education, leisure, involvement and activities in society, which are vital for everyday socio-economic life [12]; • ability to use digital resources and information technologies, understand and be able to evaluate digital resources and content critically, communicate effectively [27]; • a set of knowledge skills required to use information technology and digital media to perform tasks; problem-solving; information management; cooperation; communication; creation and distribution of content; joint activities and meeting needs [9];…”