ІНФОРМАЦІЙНО - ОСВІТНЄ СЕРЕДОВИЩ Є ПІДВИЩЕННЯ КВАЛІФІКАЦІЇ ЯК ЗАСІБ ЗАБЕЗПЕЧЕННЯ ЯКІСНОЇ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ ВЧИТЕЛІВ ІНФОРМАТИКИ

Abstract

The article focuses on the concept of "information and educational environment" and "information and educational environment of teacher training", determines the structure of information and educational environment of computer science teacher training in the postgraduate education institution. By “information and educational environment of teacher training" the article refers to a systematically balanced combination of internal and external factors (in regards to the methodical system of  computer science teacher training) and conditions that significantly and positively influence the educational process in the institution of postgraduate education based on the principles of direct and feedback coupling. An important factor in the organization of information and educational environment in computer science teachers training is to provide a multivariate learning content, methods, and forms of educational activities, the availability of invariant and variable training content to meet individual educational needs of teachers in today's information world. Information and educational environment include three components: organizational, semantic and technological. The organizational structure component attributes to regional institute of postgraduate education, providing support and operation of the information and educational environment and a set of legal documents. The semantic component includes various electronic information resources of educational, scientific, methodical, diagnostic and reference character. The technological component contains different means of information exchange for all members of training process based on built IT infrastructure institute and complemented by online resources and limited public access, distance learning platform Moodle, Google cloud services, facilities for Skype video conferencing and BigBlueButton, Wiki-environment, teachers, trainers and experienced teachers’ sites and blogs. This article describes the connection of semantic and technological components in information and educational environment of computer science teachers training and its usage in the process of ongoing computer science teachers training. Results of testing the built information and educational environment confirmed its effective impact on the professional development of computer science teachers provided systematic usage of resources, permanent virtual communication, configuration feedback and communication between teachers, professors, and trainers.