Pedagogy and education
Reference:
Asadullin R.M., Dorofeev A.V., Levina I.R.
Diagnostics of digital competencies of the pedagogue
// Pedagogy and education.
2022. ¹ 1.
P. 1-17.
DOI: 10.7256/2454-0676.2022.1.37153 URL: https://en.nbpublish.com/library_read_article.php?id=37153
Asadullin Rail' Mirvaevich
Doctor of Pedagogy
Academic Supervisor, SRI Research Institute, Bashkir State Pedagogical University named after M. Akmulla
rail_53@mail.ru
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rail_53@mail.ru
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Dorofeev Andrei Viktorovich
ORCID: 0000-0001-5600-1780
Doctor of Pedagogy
Academic Supervisor, SRI Research Institute, Bashkir State Pedagogical University named after M. Akmulla
an-dor2010@mail.ru
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an-dor2010@mail.ru
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Levina Irma Rashitovna
Doctor of Pedagogy
Deputy Academic Supervisor, SRI Research Institute, Bashkir State Pedagogical University named after M. Akmulla
irma_levina@mail.ru
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irma_levina@mail.ru
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| Ïî äàííûì Crossref îò 23.09.2024 ýòó ñòàòüþ öèòèðóþò: |
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1.
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Shestakova Irina.
(2024)
The Era of Digital Transition in the Prism of the Existential Threat of Job Loss: Corporate Social Responsibility. Sustainability
18
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DOI: 10.3390/su16188019
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2.
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Sartakov Igor', Slaveninova Natal'ya, Chikova Ol'ga.
(2023)
Current Directions of Methodological Support for Teachers in the Implementation of Online Learning for Schoolchildren. Bulletin of Kemerovo State University. Series: Humanities and Social Sciences
2
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DOI: 10.21603/2542-1840-2023-7-2-178-186
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DOI: 10.7256/2454-0676.2022.1.37153
Received:
20-12-2021
Published:
12-01-2022
Abstract:
This article examines the development of digital competencies of the pedagogue and presents the toolset for their assessment and self-assessment. The subject of this research is the process of detecting digital competencies of the pedagogue. An attempt is made to structure the key indicators of the formation of digital competencies of the pedagogue and conduct their level differentiation. The author provides the matrix of the development of digital competencies, which may become a benchmark for the competent control over student’s learning activity in digital educational space. Such matrix serves as the theoretical model for detecting the level of formation of IT-competencies of the pedagogue in the conditions of rural and ungraded schools. The three levels of the development of digital competencies are presented therein. In their professional development, the pedagogue undergoes the three stages, which can designated as “Application – Adaptation – Elaboration”. This indicates the three levels of development IT- competencies of the pedagogue implemented in the following types of professional activity: work with information resources; control over the learning, upbringing and developmental processes; elaboration of electronic educational materials, creation of educational environment, and countering destructive trends on the Internet; self-management of professional development of the pedagogue. The criteria are formulated in accordance with the highlighted types of professional activity of the pedagogue. The level of development IT-competencies is detected through the analysis of pedagogical situations, when the pedagogue must choose one of three behavioral strategies that are associated related with the general use, general pedagogical, and subject-methodical competency respectively. The article is prepared within the framework of the state task of the Ministry of Education No. 073-03-2021-015 / 2 of July 21, 2021 for the implementation of research works (on the topic “Research and development of methodical recommendations on the use of modern digital and Internet technologies on the example of rural and ungraded schools in the context of ensuring quality educational process (the online format of implementation is offered)”.
Keywords:
labor functions, teacher, digital competencies, diagnostics, informational resources, educational process management, educational environment, professional self-development, model, criteria
This article is automatically translated.
At the first level, the teacher's IT competence is characterized from the position of general user competence, at the second it acquires the status of general pedagogical. Over time, it can be characterized as a subject-methodical IT competence. Such a teacher is able to develop methodological support for students in real and virtual environments, organize joint projects, teacher training courses and lead the process of professional development of teachers as a mentor. Diagnostics of IT competencies is carried out by identifying the subjective position of the teacher in choosing one of the three proposed strategies for solving pedagogical situations in which the organization of learning, education and development processes in a digital educational environment is modeled. The proposed matrix can be useful for teachers to assess and self-assess the existing level of development of digital competencies. The tools presented in the appendix for diagnosing digital competencies of a teacher based on the analysis of practice-oriented situations will allow him to determine the existing level of proficiency in working methods in a digital educational environment, as well as to determine the directions of professional self-development.
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