Future Teachers Of Computer Science Research Articles

Preparing Future Computer Science Teachers Through using Innovative Technologies

This article presents theoretical and practical information and recommendations on the use of innovative technologies in the training of future computer science teachers, in particular Collaborative Learning technology in teaching the science of programming basics, and the development of students’ digital and software-technological competencies. new approaches and issues are discussed.

RESEARCH AND PRACTISE IN THE TRAINING OF STUDENTS FOR SERVER SOFTWARE INTEGRATION: A CASE STUDY IN UZBEKISTAN

The article discusses the domain and hosting algorithm for creating web-sites in the e-learning environment in the training of future computer science teachers. In the process of teaching the subject of pedagogical software it is important to inform the students about the integration of the servers along with horizontal and vertical directions.

The impact of virtual learning environment on future teachers’ professional competence in lifelong learning

The study aimed to empirically test the impact of a virtual learning environment on the professional competence of future computer science teachers in lifelong learning by conducting a survey and comparing the professional competence of bachelor and master students, as well as their opinions on the impact of the virtual learning environment on future teachers’ professional competence in lifelong learning. The surveying methods were cognitive, motivational, activity-based, and value-based. A survey of students found that a virtual learning environment has the most significant impact on the activity component of professional competence, and most students are motivated to use virtual learning environments to improve their professional competence. The survey of teaching staff revealed a positive attitude towards professional development through virtual learning environments, the prevalence among students of high and sufficient levels of professional competence and digital literacy. The obtained results can be used to adjust the virtual educational process of future teachers’ professional training in the system of Ukrainian HEIs.

MODELING COMPETENCIES FOR FUTURE COMPUTER SCIENCE TEACHERS

This article explores the improvement of modeling skills among future computer science teachers. The current methods of forming these skills are analyzed, and the need for their improvement is justified. The research methods and the results of the experiment on the introduction of a new model of modeling training are described. The article concludes with conclusions and suggestions for further improving the training of future computer science teachers in the field of modeling.

Methodology of teaching future computer science teachers to create and use open educational resources

Relevance. At the moment, getting an education is not limited to attending higher educational institutions, the development of the Internet and the emergence of an increasing number of open and accessible online educational courses opens up new learning opportunities.Purpose. The purpose of this paper is to substantiate the need to format the education system of future computer science teachers based on the creation and use of open educational resources in their learning process.Methodology. The methodological basis of the study is based on the use of such research methods as analysis, synthesis, and actualisation applied in the framework of a pedagogical experiment.Results. The result of the study is the assessment of the degree of development of Internet technologies and educational resources aimed at ensuring the accessibility of education. The world experience of forming an optimal model of education, which is aimed at training future computer science teachers to create and use OER, has been considered. The results demonstrate that for the effective use of open educational resources, it is necessary to ensure their safety. It is also determined that not all open educational resources meet the required level of quality of the information and educational materials provided by them. It is indicated that modern society is at the stage that demonstrates a high level of trust and loyalty to various educational Internet materials and resources, which necessitates their comprehensive study.Conclusions. A clear understanding of the requirements of modern society for the process of obtaining education indicates the ways to adapt the educational environment. The significance of the results is expressed in the development of the methodology of the teaching process of modern computer science teachers based on the creation, implementation, and use of open educational resources.

FORMATION OF INFORMATION AND TECHNOLOGICAL COMPETENCE OF FUTURE COMPUTER SCIENCE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article examines the problem of developing information and technological competence of future computer science teachers in the context of modern challenges of society and in the process of their professional training. It is stated that the modernization of higher pedagogical education requires changing the requirements for the professional activities of teachers through the important direction of modernizing the new Ukrainian school of informatization because the introduction of computer technologies into the school work system requires professional information technology competence among teaching staff and, in particular, computer science teachers, which actualizes the problem of professional information technology training of computer science teachers in the context of transformational changes in modern higher pedagogical education. The pedagogical conditions that ensure the effective formation of information and technological competence of a future computer science teacher are substantiated. They include the focus of the content of the theory and practice of training future computer science teachers on the formation of motivation for such a process; creation of a modern educational and information environment based on traditional and innovative forms and methods of conducting classes, extracurricular activities and independent work. The professional information technology competence of a future computer science teacher is understood as their ability (readiness) to solve professional information technology problems; the totality of these tasks is determined by modern directions of professional information and technological activity of a modern computer science teacher. It is noted that the information and technological competence of a modern computer science teacher presupposes the ability to solve the following professional tasks: professional tasks in the field of pedagogical management (tasks of an organizational, administrative, communication, and gnostic nature), determined by information technology activities within the school information space; professional basic pedagogical tasks determined by information and technological activities related to the organization of education for general school students using computer technologies; professional tasks associated with teaching information technology and computer science to secondary school students, as well as with the implementation of the information technology activity of a computer science teacher, determined by new state educational standards. It is concluded that the information and technological competence of a computer science teacher determines their ability to solve professional problems in situations of direct teaching activity and presupposes the presence of didactic knowledge and skills to effectively use modern technical means and computer technologies to achieve the goals of secondary school education, in particular, variable use of working methods with electronic sources of information when solving problems of professional growth; independent study of new software products, determining the feasibility of their use in solving problems of professional growth; comprehensive interaction with Internet services and resources to implement professional development; implementation of information retrieval; use of Internet resources in self-educational activities; variable use of standard software for recording the results of self-educational activities

USING STEM EDUCATION AND MACHINE LEARNING FUNDAMENTALS IN THE EDUCATIONAL PROCESS

The article examines the state of training of future teachers of computer science in higher educational institutions of the republic and the introduction of STEM education and the basics of machine learning into the educational process. The materials on the development of special courses and their implementation in universities in these two areas, on the content of special courses to improve students' knowledge, the formation of new knowledge and skills are presented. The implementation of the training of future computer science teachers in STEM directions within the framework of the Erasmus+ program is also being considered.

Practice-oriented training of future Computer Science teachers

The article reveals the purpose of practical work on the methods of teaching Computer Science, investigates their place in the curriculum, the processes of their organization during the professional training of students in the educational and professional program "Secondary Education (Computer Science)". General secondary education institutions need a Computer Science teacher who has active knowledge of computer science and methods of teaching it, the ability to organize and effectively implement the educational process, alongside the willingness to develop as a person and as a specialist. Theoretical, empirical, and statistical research methods are used. Practice-oriented training combines educational and cognitive, professional and practical, research- and development-centred activities, solving pedagogical situations and methodological problems, integrating the knowledge of computer science, pedagogy, psychology, theory and methods of teaching. An important place in solving this problem is occupied by laboratory and practical work within the discipline "Methods of teaching computer science", which are defined as forms of organization of education in higher education institutions and as methods of professional training aimed at future teachers of Computer Science. The purpose of these forms of education is to train teachers who are able to: perform methodological activities in the design, organization and implementation of the educational process in Computer Science; use forms, means, methods and techniques of teaching students appropriately; develop author's educational and didactic materials for curricula and model programs; develop comprehensively. The conditions for effective practice-oriented training are the reproduction of the process of performing professional duties by a teacher, the use of active teaching methods, as well as the cooperation of the subjects of the educational process. The prospect is to find effective methods of involving students in modelling the professional actions of a teacher, developing methodological cases.

РОЗВИТОК МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ ФІЗИКИ ТА ІНФОРМАТИКИ В УМОВАХ РЕАЛІЗАЦІЇ МУЛЬТИДИСЦИПЛІНАРНОСТІ В ОСВІТНЬОМУ ПРОЦЕСІ

The article is devoted to the transformation of professional and methodological training of future teachers of physics and computer science in higher education institutions. The modern tendencies of updating the content for professional training for future teachers of physics and computer science on the basis of the fundamental provisions of the Concept of the New Ukrainian School are analyzed. The necessity of updating and/or improving the professional training for future teachers in accordance with the current trends in reforming the education sector and introducing innovative techniques, methods and means of teaching that would ensure that the personal qualities and acquired competencies of university graduates meet the needs and requirements of the modern labor market is substantiated. The article outlines the importance of preparing a modern teacher to organize and implement project-based learning technology in general secondary education institutions. The stages of students’ (future teachers’) work in organizing students’ project activities are described. An indicative “Template of the methodological passport of the educational project” has been developed, according to which students develop scenarios for the implementation of educational projects in the educational process of a modern school. An example of a scenario for a training project developed by students which was successfully tested during the pedagogical practice of students in general secondary education institutions is presented.

DIAGNOSTIC APPARATUS OF RESEARCHING THE RESULTS OF PREPARING TEACHERS TO USE VIRTUAL VISIBILITY TOOLS IN PROFESSIONAL ACTIVITIES

To define the pedagogical system effectiveness, it is necessary to develop the criteria and indicators of its effectiveness and characterize the learning subjects by levels. The article aim: to develop criteria and indicators for teachers' readiness to use virtual visualization tools in professional activities. Theoretical analysis of scientific sources was used to clarify the possible diagnostic apparatus of the study, generalization of scientific approaches to define essential criteria and indicators, structural and logical analysis of the concept of "teacher's readiness to use the tools of virtual visibility in professional activities" to clarify the links between the components of readiness, the criteria and indicators of their formation, comparison for characterization teacher's readiness levels to use virtual visibility tools in professional activities. To determine the effectiveness of the system of training future teachers of mathematics and computer science to use the means of virtual visibility in professional activities, the criteria and indicators have been developed: value-orientation criterion (indicator – value orientations on virtual visibility use in professional activities); cognitive criterion (indicator – digital awareness in virtual visual aids); technological criterion (indicator – skill use virtual visualization tools to create didactic materials); professional activity criterion (indicators - the ability to develop lessons using tools; the ability to critically evaluate the means of virtual visibility, involving the needs of the educational activities organization); personal criterion (indicators – the ability to critical analysis, self-education, reflection). The developed diagnostic apparatus allows to empirically confirm the effectiveness of the developed pedagogical system for training of future mathematics and computer science teachers to use virtual visibility in professional activities.

Preparation of future technology and computer science teachers for the creation and use of digital educational resources in the field of robotics for basic school students

In the context of the digital transformation of education, a teacher must learn to use digital resources, including digital technologies and artificial intelligence technologies in professional teaching activities. Be able to design and implement a subject-based digital educational environment. The article examines the place and role of digital educational resources in the preparation of bachelors studying in the field of preparation «Pedagogical Education» of the «Technology and Informatics» profile. Particular attention must be paid to the training of technology and computer science teachers to develop key competencies of the 21st century — the development of creativity, critical thinking, independent and group work skills of students, the development of mutual assistance skills, interaction and cooperation in the classroom. The structure of preparing a future teacher for the creation and use of digital educational resources in the field of robotics may vary depending on specific programs (on the age of students, on the field of robotics — designing robots, or programming microcontrollers, or working with big data) and the learning context (students, or teachers with experience, or teachers without technical training), but these basic components can serve as the basis for developing an appropriate curriculum or course.

STRUCTURAL-SUBSTANTIVE MODEL OF FORMATION OF PEDAGOGICAL CREATIVITY OF FUTURE TEACHERS OF COMPUTER SCIENCE

Socio-economic development in society reflects the high demand for a creative person who can successfully solve problems and change their behavior. Modern conditions increase the need for active, business-minded, creative professionals who are able to move forward and solve various problems on their own in non-standard situations. To be confident in the face of constant change, a future computer science teacher must activate his or her creativity and help students discover their potential and focus on solving the problem. The social demand for education is determined by the needs of the state, society and social groups. In this regard, the social order for creative people capable of creativity, striving for innovation and scientific achievements, non-standard, original thinking makes the issue of formation of pedagogical creativity of future computer science teachers relevant. The purpose of the structural and content model of the formation of pedagogical creativity of future teachers of computer science is to form their ability to pedagogical creativity: the student's understanding of the meaning and content of pedagogical creativity; aspiration of the student to the formation of pedagogical creativity. Creativity and innovation are an integral part of the learning process and the basis of all disciplines. They are an important aspect of how to teach in the process. In addition, creativity and innovation are crucial for teachers who are improving their professional skills. In terms of creativity, teachers play an important and key role in universities, as they provide organizational support for innovation and creativity in the teaching process. The high level of creativity of teachers contributes to the development of students - to increase their competence and demand in the labor market. However, if there is a big difference between the high level of creativity of the teacher and the low level of perception of students, the high creativity of the teacher has a negative impact. In addition, factors that may have a negative impact are: irrationalism on one or both sides; lack of constructivism, low level of communication skills of the teacher; lack of feedback in the learning process, etc. The considered world trends in the development of education are general. In addition, there are new trends in the development of different types and levels of education, depending on their goals, characteristics, the nature of implementation and the new social requirements for the level of training of relevant graduates.

Research on the Necessity of Implementing DevOps Technologies in the Training of Future Computer Science Teachers

Research on the Necessity of Implementing DevOps Technologies in the Training of Future Computer Science Teachers

Fundamentalisation of professional training of future teachers of mathematics and computer science in the conditions of digitalisation

Relevance. Teachers of mathematics and computer science play an important role in shaping the fundamental knowledge of students. This knowledge manifests itself in the form of in-depth theoretical knowledge, readiness to apply it in practice, critical attitude to information, creativity in their actions. In the conditions of digital transformation, fundamental knowledge enables an individual to take an active part in the life of the modern society and generate new decisions in unfamiliar situations. The aim of the article is to identify due strategies for professional training of mathematics and computer science teachers in the conditions of digitalisation of education, those who are ready to implement the educational process at school with a focus on transfer of fundamental knowledge. Methodology and methods. The methodological basis of the research involves: systemic approach in defining the new role of the teacher as a subject of digital educational ecosystems; environmental approach in characterising the potential of digital educational environment; activity-based approach in training future teachers of mathematics and computer science towards enhancing their ability to form a system of fundamental knowledge in students. The results of the study are presented by describing digitalisation as a modern trend towards modernisation of education, defining the essence of fundamentalisation of education, establishing the interrelation between these processes. The priorities of digital educational space helping to improve the work of mathematics and computer science teachers aimed at the formation of students’ system of fundamental knowledge, to make it more efficient, rational, dynamic and creative, include: continuous online support of educational process, availability of high-quality verified and variable educational content, personalisation of educational trajectory of each student, operational feedback and monitoring of learners’ academic achievements, flexibility of educational programmes, due potential to create sustainable motivation, support of students’ involvement in active learning through the use of new educational tools (virtual simulators and laboratories), interactivity, multimediality and hypertextuality of the environment, automation of teacher’s routine activities, etc. Conclusion. Fundamentalisation of education is viewed as a process of formation of solid, profound basic knowledge defining a person’s scientific worldview and allowing for integration of this knowledge through interdisciplinary links, enabling a person to continuously engage in self-education. The presented results can be used for the development of educational programmes of pedagogical baccalaureate, programmes of supplementary professional education providing for due training of teachers of mathematics and computer science, development of their readiness to form a system of fundamental knowledge in students relying of the digital learning environment resource.

MODERN TRENDS IN THE TRAINING OF FUTURE COMPUTER SCIENCE TEACHERS IN THE CONDITIONS OF DIGITAL TRANSFORMATION OF EDUCATION

Digital transformation has revolutionized the field of computer science, and as a result, education and student training in the field has also evolved. The article, based on the analysis of scientific literature and statistics, reflects the current trends in the training of future computer science teachers in the conditions of the digital transformation of education. In the process of analysis, general trends in the training of future informatics teachers were revealed, such as computer literacy, use of interactive technologies, development of practical skills, and improvement of teachers' qualifications. Particular attention was paid to the specifics of training future computer science teachers in the conditions of digital transformation of education, such as the use of online courses and webinars, the development of pedagogical skills in the use of the latest technologies, and the creation of a creative and innovative environment. The requirements for the competencies of future informatics teachers were analyzed, in particular, attention was paid to the need to possess not only technical knowledge, but also communication skills and the ability to adapt to new technologies and situations. The article highlights key concepts and practices that shape the preparation of future computer science teachers in the age of digital transformation, including interdisciplinary approaches, experiential learning, industry partnerships, and ethical considerations. The article also discusses the challenges and opportunities associated with these trends and provides recommendations for educators and institutions to effectively prepare students for the digital age. Based on the analysis, it was concluded that the training of future informatics teachers needs constant updating and adaptation to the new requirements of the digital age. To achieve success in this field, it is necessary to use the latest technologies and innovative approaches to learning. Summarizing, the article proposes orientation to ensure access to quality education for all students, use of the latest technologies and development of general competencies of future teachers as important directions in the development of training of future informatics teachers. The specified research results can be useful for teachers of higher educational institutions who are engaged in the training of future informatics teachers, as well as for heads of educational institutions who plan to introduce a digital environment and contribute to the development of digital transformation. For this, it is important not only to provide students with the necessary knowledge and skills, but also to create conditions for their development of creative thinking and innovative activities. In addition, it is important to increase the level of motivation of students to study computer science, for example, by using the latest technologies and interactive teaching methods. These approaches will make it possible to prepare future informatics teachers who will be able to work successfully in the modern digital world and will contribute to the further development of digital transformation in education.

POTENTIAL OF PEDAGOGICAL PRINCIPLES OF TRAINING FUTURE IT TEACHERS IN THE SYSTEM OF CONTINUING EDUCATION

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

ANALYSIS OF THE USE OF MULTIMEDIA TECHNOLOGIES DURING PROFESSIONAL TRAINING OF FUTURE IT TEACHERS

Currently, the world is experiencing a new stage of computerization of various activities related to the development of multimedia. Using multimedia tools makes it possible to increase the intensity and efficiency of the educational process. Learning multimedia is especially important for teachers of computer science because they are the ones who form knowledge, skills and competencies in information technology, in particular, in multimedia in students. In the process of training future teachers of computer science at the University of Pedagogy, students develop separate parts of multimedia software and integrated training courses for individual subjects, including video, sound, graphics, and animation.

USE OF MULTIMEDIA EDUCATIONAL AND METHODOLOGICAL COMPLEX IN TRAINING FUTURE IT TEACHERS

The article is devoted to the development of multimedia technologies for the formation of cognitive independence of future computer science teachers. Recommendations for developing the structure and filling in the content are given in the stages of development. The study was carried out within the framework of the development of the methodology of teaching informatics aimed at improving the quality of training of informatics teachers. The obtained results can be used to develop multimedia technologies for use in teaching other subjects in the higher education system.

Research on the necessity of implementing devops technologies in the Training of Future Computer Science Teachers

The article examines the problem of implementing DevOps technologies in the training of future Computer Science teachers. This problem has arisen due to the development and expansion of digital technologies, as well as increased stakeholder requirements for future Computer Science teachers. The current state of DevOps technologies and their impact on the process of informatisation and digitalisation of society were studied using scientific methods of analysis and systematisation of scientific publications. The professional community of IT specialists actively implements and popularizes DevOps technologies, and the analysis of publications showed that there are almost no educational programs available for the study of DevOps. Although educational programs in the specialty "Secondary Education (Informatics)" were separately noted, the content of these programs do not usually involve the study of DevOps elements. However, modern directions for improving the content of the school Computer Science course involve improving its practical orientation, and DevOps technologies can help in this regard. The research identified some substantive components of DevOps technologies that can be implemented in the training of informatics teachers, namely: infrastructure as code, configuration management, containers, container management, infrastructure security, deployment pipeline, the architecture of microservices, post-production, and domain-specific DevOps features. It is important to note that the learning of DevOps technologies by future Computer Science teachers should be based on the needs of stakeholders. Informatics teachers do not need to master all technical and technological aspects of implementing and using DevOps technologies, but the necessary level of professional competencies must be formed for successful employment. The results of the conducted ascertainment experiment confirmed the necessity of studying DevOps technologies for future Computer Science teachers. Stakeholders chose the most relevant DevOps technologies for a modern Computer Science teacher, such of the infrastructure as code, containers, and container management.

Unveiling the Digital Equation Through Innovative Approaches for Teaching Discrete Mathematics to Future Computer Science Educators

Aim/Purpose: This study seeks to present a learning model of discrete mathematics elements, elucidate the content of teaching, and validate the effectiveness of this learning in a digital education context. Background: Teaching discrete mathematics in the realm of digital education poses challenges, particularly in crafting the optimal model, content, tools, and methods tailored for aspiring computer science teachers. The study draws from both a comprehensive review of relevant literature and the synthesis of the authors’ pedagogical experiences. Methodology: The research utilized a system-activity approach and aligned with the State Educational Standard. It further integrated the theory of continuous education as its psychological and pedagogical foundation. Contribution: A unique model for instructing discrete mathematics elements to future computer science educators has been proposed. This model is underpinned by informative, technological, and personal competencies, intertwined with the mathematical bedrock of computer science. Findings: The study revealed the importance of holistic teaching of discrete mathematics elements for computer science teacher aspirants in line with the Informatics educational programs. An elective course, “Elements of Discrete Mathematics in Computer Science”, comprising three modules, was outlined. Practical examples spotlighting elements of mathematical logic and graph theory of discrete mathematics in programming and computer science were showcased. Recommendations for Practitioners: Future computer science educators should deeply integrate discrete mathematics elements in their teaching methodologies, especially when aligning with professional disciplines of the Informatics educational program. Recommendation for Researchers: Further exploration is recommended on the seamless integration of discrete mathematics elements in diverse computer science curricula, optimizing for varied learning outcomes and student profiles. Impact on Society: Enhancing the quality of teaching discrete mathematics to future computer science teachers can lead to better-educated professionals, driving advancements in the tech industry and contributing to societal progress. Future Research: There is scope to explore the wider applications of the discrete mathematics elements model in varied computer science sub-disciplines, and its adaptability across different educational frameworks.