Abstract
The article analyzes the problem of professional training of future informatics teachers in the continuing education system. It was found that the quality training of future computer science teachers in the continuing education system requires modernization of education, improvement of the methodological basis, modeling of such a process according to theoretical and methodological principles and effective implementation of methodological approaches, pedagogical phenomena, processes and principles. It was found that the development of continuous pedagogical education should be aimed at enabling the innovative development of educational institutions and educational institutions of all levels, improving the quality of education in accordance with world standards, improving the system of training pedagogical specialists based on the combination of national and European educational scientific assets and the best pedagogical experience. It is stipulated that the improvement of the training of future informatics teachers in the system of continuous education is conditioned by the raising of numerous challenges to education, upbringing, and development of subjects of education in the modern world. Taking into account the approaches of Ukrainian scientists, it was found that the purposefulness of the educational process in the interaction and interconnection of general didactic and specific principles make up the essence of the theoretical and pedagogical provisions of the concept of professional training of a modern specialist, theoretical and methodological principles of personality formation, strategies of professional training of future computer science teachers in the system continuous education. It is noted that the development of the system of professional training of future informatics teachers for professional activity is based on general didactic principles: scientificity and prognosticity, humanistic purposefulness, systematicity and consistency, continuity and transdisciplinarity, connection of learning with life, combination of theory and practice, diagnosticity, determinism. It is substantiated that the use of singled out general scientific and specific principles, which combine professional theoretical and methodological knowledge with pedagogical practical activity, act as guidelines for the organization and implementation of the educational process. General scientific and specific principles are mutually determined, interconnected, mutually complementary and aimed at the necessary innovativeness of the educational process, the integrity of the organization of the educational process, the creation of an effective system of training future teachers of computer science in the system of continuous education on the basis of humanism, democracy, free competition
Published Version
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