Professional Training of Teacher 4.0: Developing Digital Competency By Means of ePortfolio

Abstract

The purpose of this article is to present the experience of trainee teachers in implementing professional activities in the context of Industry 4.0, and developing the education model 4.0, which provides a change in technologies, forms and teaching aids focused on new requirements for educational results, and implementation of a lifelong educational trajectory. The subject of the study is digital competency, which is the basic competency of Teacher 4.0, which allows teachers to systematically implement professional activities in a digital society, integrate knowledge and interdisciplinary skills. The development of ICT competence is described in the process of training tutors (Bachelor degree in Education) at the Institute of Education, Psychology and Sociology of Siberian Federal University by means of electronic portfolio. The article substantiates methodological approaches and methodological solutions for the development of ICT competency, describes the levels of its formation in the electronic educational environment of a federal university by means of electronic portfolios. The described experimental work discloses assessment of the effectiveness of the presented method for developing ICT competency of trainee tutors within mastering the systemically important IT disciplines. The article presents diagnostic tools, including a list of valid techniques for the component-wise assessment of the ICT competence level of trainee tutors. The main results of the study can serve the basis for further developments in the field of effective training in different teaching specializations, taking into account the requirements of academic and professional standards in the context of digitalization of education and the development of electronic information educational environment

Network Behavior Of Homo Digitalis In Combined Communication Space

“…The digital paradigm is embedded in the economic and social spheres of life and is actively transforming them (Gredel, 2017;Lyons, 2018;Metzger & Flanagin, 2013;Spencer-Oatey & Xing, 2019;Vicente, 2017): one can observe the introduction of "digitized technologies in the banking sector" (Marey, 2019;Schwab, 2016), in the educational environment (Kullaslahti et al, 2019;Mukhametzyanov, 2019;Nowakowski & Bernard, 2019;Smolyaninova & Bezyzvestnykh, 2019;Vainshtein et al, 2019) and in "the digital future of Russian media" (Vartanova et al, 2017), which determines the urgent need of society to develop an integrated system of "digital knowledge" as a conventional set of concepts, values, ideas and communicative and social practices that implement them, accepted by the community and used to form a certain vision of reality, that is, the picture of the world or "colors of thought and view of the world". On the basis of such a systemic body of knowledge, interactants communicating with each other are able to organize themselves according to the scenario mechanism of autopoiesis and thereby master, implement and develop "digital literacy".…”

Formation of the Tutor Ict-Competence in the Process of Future Teachers’ Professional Training

“…The structure of the tutor ICT competence. Based on the analysis of scientific works on the essence of information and communication competence ([15], [16], [17], [21]), in particular, its formation in future teachers ( [4], [5], [6], [13], [14], [22]) and tutors ( [10], [11], [12]) we have defined the structure of the tutor ICT competence. In our opinion, it consists of the following skills: 1) knowledge of the educational information resource range and the possibilities of using information and communication technologies in training;…”

“…Smolyaninova and E.A. Bezyzvestnykh have noted that "the demand of the state, society and stakeholders in tutors who are able to apply relevant ICTs in their professional activity is associated with individualization of education, focus on the students' individual characteristics and educational needs; open character of the educational environment, formation of personal learning environment, and development of e-learning and distance learning technologies" [13]. We share the opinion that the ICT competence is important in the process of professional training of teachers as tutors, that its formation requires the search and implementation of the most promising methodological approaches.…”

Using the electronic portfolio as a means of formation the foreign language communicative competence when training future tutors-teachers

“…O. Kalugina, N. Tarasevich describe the features of the formation of the foreign language communicative competence in the preparation of future teachers [5]. O. G. Smolyaninova, E. A. Bezyzvestnykh distinguish the use of web technologies, interactive methods, and portfolio tools as a factor in the successful training of teachers of the future [1]. M. V. Kuimova, M. A. Golousenko also point out that one of the modern means of forming the communicative competence of students, which is increasingly used in educational institutions of higher education, is the electronic portfolio [19].…”

“…n conditions of the dynamic information society, the active introduction of computer tools and communication systems in the field of education, new requirements are imposed on training of teachers. One of the main tasks of modern higher education is to prepare students for the digital economy of the future in the context of the rapid development of digital technologies, the spread of distance work and network interaction [1].…”