Future Teachers Of Informatics Research Articles

Conditions for training future computer science teachers based on a systems approach

The article deals with the issues of training future teachers of computer science at the Karaganda University named after Academician E.A. Buketov. The requirements for Hard-skills, Soft-skills of future teachers of computer science as specialists who own modern pedagogical and information technologies in accordance with the requirements of innovative socially-oriented development of Kazakhstan are highlighted. The content of educational programs, the catalogue of elective bachelor's degree courses «6B01505-Computer Science», «6B01506-Computer Science, ICT and Robotics» developed on the basis of a system and competency based approachs in collaboration with employers, are analysed. The purposeful work on preparing future informatics teachers for professional activities, owning digital technologies, is described, which contributes to their active life and professional adaptation, further personal and professional self-realization. Some aspects of the introduction of innovative approaches to the training of teaching staff are highlighted with an emphasis on improving the education content, the formation of a high level of information culture among future informatics teachers. The authors concluded that the logic of the disciplines’ sequence studied, the optimization of the content of educational programs in collaboration with teachers of schools, will lead to the formation of professional Hard-skills and personal Soft-skills competencies of future computer science teachers.

Using an online platform in a didactic learning model that stimulates critical thinking skills of future informatics teachers

Critical thinking is a key competency for future computer science teachers, who must be prepared not only for the rapid technological and informational development of the economy and society but also for the actively evolving process of digitalization in education. The aim of the research presented in the article is to develop methods and tools for enhancing critical thinking skills among future informatics teachers. To this end, the author has created an online platform that provides students with access to a variety of educational resources, including lectures, laboratory work, and interactive tasks. By integrating constructivist, cognitive, and sociocultural approaches to learning, this model promotes deep understanding and analysis of information by students. The platform is physically hosted on the server of Termez State University, built using the Python programming language with the Django framework, and is already being used by second-year students majoring in “Mathematics and Informatics”, studying under the discipline “Informatics and Digital Technologies”.The online platform offers the necessary functionality for organizing independent study sessions and self-monitoring, allowing students to track their progress and develop the ability to critically evaluate information. The educational platform is a key component of the didactic model for developing critical thinking skills in future informatics teachers, the architecture of which is detailed in the article.The results of the study presented in the article can be utilized in the educational practices of higher educational institutions (and even schools) seeking to update and optimize their training processes in the context of digitalization.

Model of the methodological system for the formation of communicative competence of future teachers of informatics

Relevance. The formation of communicative competence in future teachers of informatics is crucial in a rapidly evolving society where knowledge quickly becomes outdated, and skills like critical thinking, teamwork, and the use of modern information technologies are highly valued. Purpose. The study aims to comprehensively verify the impact of a methodological system on the development of communicative competence in future computer science teachers. The purpose of the experimental work is a comprehensive verification of the influence of the methodology on the formation of communicative competence of future computer science teachers. Methodology. The research involved a three-stage process consisting of an ascertaining experiment, a formative experiment, and a control experiment, along with a thorough literature analysis. Results. The analysis revealed a substantial improvement in the communicative skills of future computer science teachers following the implementation of the methodological system model. Participants exhibited enhanced abilities in verbal and non-verbal communication, empathy, and collaborative problem-solving. Furthermore, the integration of role-playing games and interactive teaching methods proved particularly effective in fostering communicative competence. Conclusions. The findings underscore the efficacy of the methodological system in equipping future informatics teachers with essential communication skills. The incorporation of innovative pedagogical approaches and diagnostic methods, such as role-playing games and interviews, enhances the effectiveness of communicative competence training programs. Consequently, the developed model offers a valuable framework for educators to cultivate effective communicators capable of thriving in dynamic educational environments. Keywords: pedagogical process; training program; diagnostic methods; role-playing games; interview

DEVELOPMENT OF RESEARCH COMPETENCIES IN FUTURE INFORMATICS TEACHERS

In an era marked by rapid advancements in technology and a growing emphasis on data-driven decision-making, the role of informatics teachers has become increasingly vital in shaping the future of education. These educators are expected not only to impart technical knowledge but also to cultivate critical thinking skills and research competencies in their students. This article explores the importance of developing research competencies in future informatics teachers, delves into the key components of research competence, and discusses strategies for fostering these skills within teacher education programs.

DEVELOPMENT OF RESEARCH COMPETENCIES IN FUTURE INFORMATICS TEACHERS AS A PEDAGOGICAL PROBLEM

The integration of technology and informatics into educational settings has become increasingly important in the modern world. To effectively prepare future informatics teachers, it is imperative to address the development of research competencies as a pedagogical problem. This article explores the significance of research competencies in the context of informatics teacher education, discusses the challenges and barriers faced in their development, and proposes strategies and approaches for overcoming thesechallenges. By addressing the pedagogical problem of research competencies, we aim to enhance the quality of informatics education and ultimately benefit the digital literacy and technological capabilities of students.

Assessment of subject and methodological competencies of graduates of a pedagogical university — future teachers of informatics: Deficits and prospects

The article is devoted to the analysis of the assessment results of pedagogical university graduates’ subject and methodological competencies to determine the professional deficits of future informatics teachers, their readiness for professional pedagogical activity, building continuity between the training of pedagogical personnel and the subsequent support of graduates of a pedagogical university in professional activities in the creation and implementation of a continuous system of pedagogical education. 35 students of the Faculty of Physics and Mathematics of the Voronezh State Pedagogical University took part in the study in 2022: 10 graduates in the field of training 44.03.01 “Pedagogical Education” (profile “Informatics and ICT”) and 25 graduates in the field of training 44.03.05 “Pedagogical Education (with two training profiles)” (profiles “Mathematics”, “Informatics”). The maximum number of primary points for diagnostic work is 38 points. In the course of the study, the graduates performed a diagnostic work consisting of 16 tasks: the first part of the work evaluated subject competencies, and the second part assessed methodological competencies of future teachers of informatics. The analysis of the obtained results was carried out using the single-sample Kolmogorov—Smirnov test, the Student’s t-test for independent samples. The results were systematized and visualized in Microsoft Excel spreadsheets; statistical analysis was carried out in the SPSS Statistics 26.0 software. The results of the study indicate that the majority of graduates of the pedagogical university, future teachers of informatics, do not reach the basic level of formation of subject and methodological competencies and that graduates have deficits in subject and methodological training. Graduates of the 4th year of “Pedagogical Education” (profile “Informatics and ICT”) demonstrated higher results compared to graduates of the 5th year of “Pedagogical Education (with two training profiles)” (profile “Mathematics”, “Informatics”). The results of the study show the need for changes in the content and organization of the educational process of training future informatics teachers at the pedagogical university. The obtained results may be of interest to university teachers who train future teachers of informatics, institutes of education development, and centers of continuous improvement of pedagogical skills, providing advanced training and professional retraining of teachers of informatics.

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.

METHODICAL USE OF PROVERBS IN THE RUSSIAN LANGUAGE BY FUTURE SCIENCE TEACHERS

Improving the content of the processes of increasing the level of methodological training of future informatics teachers, realizing innovative methods of information search, processing and use, their adaptation and interpretation for the recipient of information, the development of science and changing social practice to revise one's point of view, to choose innovative forms and methods of work.

ПОТЕНЦІАЛ ПЕДАГОГІЧНИХ ПРИНЦИПІВ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ У СИСТЕМІ НЕПЕРЕРВНОЇ ОСВІТИ

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

How can we encourage students to manage their own learning?

The report investigates several methods of managing a student's educational activity. The educational discipline "Practicum of problem solving in informatics" has been chosen for students in their third year of study, future informatics teachers, in order to realize pedagogical conditions of computer-oriented management of students' educational activity. The major aim behind building the courseware was to move away from direct management and toward co-management, subsidiary management, and self-management. The information and communication educational environment is built on the Moodle learning management system platform. Moodle's Workshop components were critical in managing students' instructional engagement. Our educational observation and assessment results demonstrated the efficacy of the proposed technique. On the basis of the experimental results, it was also demonstrated that pupils lacked competency in time management and reflection.

Computer vision: A practicum in setting up and programming

The article provides future teachers of informatics and robotics with educational and methodological support for setting up and programming the TrackingCam vision module. The research looked at examples of projects with a computer vision module and an Arduino-compatible microcontroller. The didactic material on developing educational research projects with a vision module described in the article includes two laboratory projects. The first focuses on setting up the vision module to perform special tasks of identifying particular objects. The second project involves using the vision module settings to program the behavior of a self-propelled robotic device. The proposed didactic material is intended for organizing laboratory projects in informatics and robotics for students of different ages and at different levels of education. The simple examples considered in the article can serve as the basis for designing more complex projects, including term articles as well as bachelor and master theses. The proposed projects consist of the following parts: topic; purpose; theoretical knowledge used to complete the tasks in the project in hand; the procedure for performing training tasks; tests; test questions. Thus, the material of the whole article can be used to organize a practicum in computer vision.

Formation of professional readiness of future informatics teachers for using artificial intelligence technologies

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.

A unified approach to training future informatics teachers in terms of the formation of digital competencies

Today, an important and significant direction in education is the unification of the training of teaching staff at the university. In this regard, it is important the experience of the development by the Department of Informatics and Computer Engineering of the Mordovian State Pedagogical University named after M. E. Evseviev of work programs of academic disciplines within the framework of the project “The core of higher pedagogical education” in the subject-methodical module (profile “Informatics”). A set of academic disciplines is substantiated, which should be mastered by students of undergraduate programs in the direction of training 44.03.05 “Pedagogical education” (with two training profiles). The purpose of each of the disciplines presented in the set is determined, their specificity is revealed in terms of the content being studied and mastering digital competencies. It is shown what digital competencies can be formed in each of the disciplines and what tools should be used. A description of some of the digital competencies is given, in particular, when working with electronic texts, solving applied problems on a computer, creating digital content, conducting research using spreadsheet processors and programming languages, organizing project activities, preparing for school Olympiads in informatics. It is concluded that the proposed set of academic disciplines will fully prepare the student for the professional activity as an informatics teacher, including technical, technological, and methodological components.

USE OF FORMATIVE ASSESSMENT IN THE EDUCATIONAL PROCESS OF FUTURE IT TEACHERS

. The article analyzes and substantiates the aspects of the formative assessment use in the educational process of future informatics teachers, as the reform of the educational paradigm and the modernization of higher education determine the priority directions of its development, actualize scientific research on the use of formative assessment in the educational process of future specialists, substantiate the personalized and student-centered training of students of higher education, highlight the effective implementation of innovative methods and didactic techniques, note the improvement of pedagogical approaches regarding learning and assessment results. In order to effectively use the formative assessment in the educational process of future informatics teachers, we believe that the system of practical assessment should take into account the following: flexible and formative assessment strategies in the context of adaptation to the educational process, diagnosis of achievement at each of the stages of learning, prevention of communication barriers with the team and conditions training, availability of feedback for self-reflection, assimilation of necessary professional competencies for acquisition of significant qualities by future specialists, and development of creative potential. The method of formative assessment of future computer science teachers’ educational achievements is considered as a dynamic and structured system with interconnected components: target, cognitive-active, reflective-creative, evaluation-resultative. The scientific novelty is that the main aspects of formative assessment in the educational process of future informatics teachers have been substantiated and indicated: acquisition by the students of education of fundamental and systematic assimilation of thorough scientific and practical knowledge; development of flexible multifaceted professional potential and stable habits of creative activity; constant expansion of the practical focus on the development of professional abilities; the use of innovative tools and methods of professional development to assess and determine the achievement of goals at each stage of the educational process; implementation of the educational process in cooperation with the stakeholders of educational programs to improve the quality of training of future specialists with the improvement of the positive dynamics of indicators of the quality of higher education. Conclusions. The use of formative assessment in the educational process of future informatics teachers provides unbiased feedback, the implementation of an assessment strategy, allows students to form personal cognitive experience and correct the educational process.

Development of digital competencies of high school students In the school informatics course by means of case technologies

In the context of digitalization of education, the article actualizes the problem of finding new and developing existing methods and means of teaching. Currently, case technologies have received a new update, which can be effectively used for the purpose of propaedeutics and the development of digital competencies in high school students, including in the context of specialized training. The article describes both the essence and features of this method as applied to the educational process of a modern school, and the experience of using specific cases of a controlling nature when students study information technologies as part of a school informatics course. From a methodological point of view, the presented material will be useful not only for school teachers, but also for university teachers involved in the professional training of future teachers of informatics.

Features of programming training of future teachers of informatics

Problem and goal. The problem of identifying approaches to training in programming of future teachers of informatics in the context of technologization of modern society is considered. The aim is to determine the features of teaching programming to informatics students of pedagogical universities, as well as the formation of a system of programming languages for teaching future teachers of informatics. Methodology. To solve this problem, a range of research methods was used: analysis of regulatory documents that determine the priority tasks of education and of research and scientific and methodological publications of foreign and domestic scientists, as well as training experience in programming of informatics students of pedagogical universities; reflection of the content of the knowledge gained; identification of approaches to teaching programming for future teachers of informatics. Results. An analysis of the experience of programming teaching to students of pedagogical universities was carried out, including the personal experience of teachers, which made it possible to identify such relevant in modern conditions approaches to teaching future teachers of informatics programming as fundamental and multilevel; specifics of teaching programming, taking into account the professional and pedagogical orientation of the training of future teachers of informatics, are determined; a multilevel system of programming languages for teaching future teachers of informatics is proposed. Conclusion . In the context of the dynamically developing field of information technology and the growing interest in programming, it is important to provide school education with teachers of informatics who have competencies in the field of programming, ready to teach modern programming languages to schoolchildren.

EXPERIMENTAL RESEARCH OF THE EFFECTIVENESS OF PROJECT- RESEARCH TRAINING IN COMPUTATIONAL INFORMATICS FOR FUTURE COMPUTER SCIENCE TEACHERS

The article is the result of an experimental study on teaching computational informatics to future teachers of informatics in a pedagogical university. The experiment was carried out on the basis of the Institute of Mathematics, Physics and Informatics of the Kazakh National Pedagogical University named after Abai. The methodology and methods for organizing and conducting experimental work in the field of computational informatics are described. The analysis of the results of the experimental work is presented graphically in the form of tables and diagrams. The reliability of the obtained results was checked in MS Excel. The difference between the results of the experimental group and the results obtained in the control group is significant and statistically significant. Pearson's χ2 was used to assess the significance of differences. As a result of the experimental work, the effectiveness of the developed methodology for teaching computational informatics to future teachers of informatics is tested in the context of a competency-based approach.

METHODOLOGICAL PREPARATION OF FUTURE TEACHERS OF COMPUTER SCIENCE FOR EXTRA-EDUCATIONAL ACTIVITIES

The article deals with the formation of cognitive interest in the subject of informatics, as well as the skills of independent work on the acquisition of new knowledge, the development of thinking, memory, attention. A modern Informatics teacher is called upon not only to educate and educate schoolchildren, to develop students' interest in the subject, which has a great effect in the formation of knowledge and contributes to the activation of the process of knowledge perception and mental activity, but must also be able to organize extracurricular activities. The relevance of this topic meets the new requirements of education in the field of Informatics. The article describes the experience of carrying out extracurricular work in the study of teaching methods of Informatics. Therefore, targeted methodological training of future teachers of informatics for extracurricular work on the subject significantly increases their overall methodological training.

Training of future teachers of informatics to work in distance learning mode

This article examines the elements of the methodology of training of future teachers of informatics to work in a distance learning mode. The competencies of informatics teachers needed today for successful professional activity are analyzed. The necessity of changes in the training of the future informatics teachers under the conditions of digitalization of education was revealed. The benefits of using information technology in the educational process were outlined. The steps of methodological preparation of the future teachers of informatics for the implementation of distance learning by means of distance technologies are given.

Research of special abilities of future informatics teachers in the process of training to work with gifted children

The article substantiates the relevance of improving the training of future informatics teachers to work with gifted children in accordance with the needs of society in the context of new educational standards. The analysis of the works of domestic and foreign authors devoted to research in the area under consideration is presented. A brief description of a special module “Work of an informatics teacher with gifted children”, developed by one of the authors of the article, is presented and included in the work program of the discipline “Methods of teaching informatics”. The comparative results of the input and output questionnaires of students are given, which make it possible to identify the level of knowledge of the psychological characteristics of children with high educational needs among future teachers, as well as the levels of subject and methodological readiness to work with this category of pupils. The results of the study of the personal qualities of the participants in the pedagogical experiment, obtained using test diagnostic techniques, are described. In the process of experimental work, the effectiveness of the combination within the framework of one course of psychological, subject and methodological components of training of a future informatics teacher for educational activities with gifted pupils has been substantiated. The results of the study may be of interest to teachers and methodologists of institutions of higher and secondary education, courses of advanced training for teachers.