МОДЕЛЬ РЕАЛИЗАЦИИ ПОДГОТОВКИ УЧИТЕЛЕЙ-НАСТАВНИКОВ И СТУДЕНТОВ-ИНТЕРНОВ В СФЕРЕ ЦИФРОВЫХ ПЕДАГОГИЧЕСКИХ КОМПЕТЕНЦИЙ

Abstract

Problem and purpose. The article reveals the essence of the problem of training in the field of digital pedagogical competences in accordance with the topical directions of development of the education system in Russia. The purpose of the study is to develop a set of organizational and pedagogical conditions aimed at integrated training of working pedagogues, teachers and students of pedagogical universities for the implementation of labor functions in accordance with the social order, designated by state policy, for the effective use of digital means of educational purposes, associated with modern pedagogical technologies and online education opportunities. The methodology. Scientific and pedagogical bases for research served as a set of initial theoretical justifications: 1) the provisions of the competence approach to describe the nature and structure of competencies as an educational result; 2) the key provisions of the system – and personality-activity approaches to describe the nature and types of educational and cognitive activity; 3) the idea of personality-oriented education and technologization of the educational process for modeling individual educational trajectories of subject clusters participants; 4) technologies of context training, the theory of step-by-step formation of new knowledge and actions, activity models of training for modeling the structure and content of training; 5) the identified patterns of formation and development of professional ICT competence of teachers, ideas about cluster-distributed models of pedagogical process implementation. Results. The paper substantiates the content and implementation model of integrated training in the field of digital pedagogical competencies of secondary school working teachers, teachers of information technology and methodological disciplines and students of pedagogical university, sent throughout the final year to schools for practical development of ways of labor functions implementation (pedagogical internship). The conclusion. The results obtained at the moment allow us to conclude that a possible solution to the problems of training of future and working teachers in the field of digital pedagogical competencies is an integrated model that exists in a cluster-distributed form within the pedagogical internship. This model implies a number of organizational and pedagogical conditions associated with both the content and the nature of the organization of interaction of all the participants with the help of a separate structure – the Center of digital pedagogical competencies.