Abstract
The article presents the organizational and pedagogical conditions for training future informatics teachers for using modern artificial intelligence technologies. Their implementation made it possible to modernize the process of mastering artificial intelligence technologies by students through changing the content of the academic discipline, aimed at developing the skills and ideas of the future informatics teacher in the field of artificial intelligence, ensuring the inclusion in the educational process of creating individual learning trajectories. Criteria as well as evaluation and diagnostic tools for determining the level of professional readiness are given. The main results of experimental work on approbation of organizational and pedagogical conditions through the implementation of the author’s experimental practice-oriented course “Artificial intelligence technologies”, introduced into the educational process of Novosibirsk State Pedagogical University, are presented. The experiment involved 127 bachelor students of the 3rd and 4th years of the directions 44.03.01 “Pedagogical education” and 44.03.05 “Pedagogical education (with two training profiles)”, profiles: “Informatics and Information and Communication Technologies”, “Informatics and Information and Communication Technologies and Economic Education”, “Mathematics and Informatics”, “Physics and Informatics”. The experiment was conducted from 2018 to 2021 (4 academic years) and showed the effectiveness of using the identified organizational and pedagogical conditions for the professional training of future informatics teachers in the use of artificial intelligence technologies. The results of the study may be of interest to university teachers who provide professional training for students of non-core specialties in the field of artificial intelligence, and researchers studying the issues of professional training of teachers in the application of artificial intelligence technologies in education.
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