An activity-based approach to up-skilling teachers who teach engineering of software products

K A Rutskaya,N V Bystrova,V N Rutskiy,A M Aronov,K Y Zhigalov,Younes El Amrani,R Yu Tsarev,N V Titovskaia

doi:10.1088/1742-6596/1515/2/022089

Abstract

Effective up-skilling teachers who are involved in teaching software engineering should take into account the challenges of teaching practice. Despite the long practice of organizing the teaching of software engineering and computer science in educational organizations in Russia, relevant up-skilling courses are not methodologically supported. The paper introduces an active, practice-oriented approach to organizing up-skilling courses for teachers who teach software engineering and development. The authors developed the level model for the advanced up-skilling teachers interested in mastering and delivering modern technologies of Agile software engineering and development. Authors implemented the model for organizing teachers’ up-skilling courses in intensive schools for engineering, development, design and management of software products

Highlights

In the modern world, about 13% of companies in Central and Eastern Europe, including Russia, are implementing a digital business transformation strategy and are actively using modern digital technologies [1]
We describe the functions of a teacher in implementing the practice of creating software products with students, which, in principle, is close to project and research activities in general
The study showed that despite the popularization of “digitalization” and the practice of using IT products, training teachers in organizing software products in Russia and in the Krasnoyarsk Kray is not enough. It is impossible for a teacher who does not have his or her own experience in participating in business processes to create software products to teach students modern demanded competencies of working in a developers’ team

Summary

Introduction

About 13% of companies in Central and Eastern Europe, including Russia, are implementing a digital business transformation strategy and are actively using modern digital technologies [1]. Essential tasks for the teacher are methodological work both with the very process of organizing training (communication among students) and with a logical-subject analysis of the selection of educational material.

Results

Conclusion