信息和数字能力是建立个人专业发展轨迹的工具

Oksana Barlit, V. Mohilevska
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引用次数: 1

摘要

作者认为,终身学习的有效性直接取决于专家对其个人专业发展轨迹的构建。法律将其解释为实现教师专业潜力的一种个人方式,这是基于他/她对教育机构、教育活动主题、类型、形式和学习速度的自由选择,这有助于最大限度地揭示专家的专业机会[1]。文章指出,在数字社会快速发展的条件下,教师的专业重要素质列表中补充了另一个重要组成部分-信息和数字能力。拥有它可以确保专家拥有高水平的信息和技术文化,并为他/她的进一步教育和专业活动提供广泛的机会。文章的内容强调了校外教育机构教师具备信息能力和数字能力的重要性。值得注意的是,校外教育作为非正规教育部门的一部分,其特殊性不同于国内教育系统的其他结构要素,其完全旨在形成有能力的人格,能够在最重要领域朝着数字化转型的社会条件下实现自我实现。但是,很大一部分教师还没有认识到这种变化的本质,这种变化导致了课外教育在21世纪的地位和作用的变化。这并没有影响他们在自己的专业发展方面的地位。它仍然是被动的。内容和性质的变化加速了研究小组组长向相反方向转变的需要,这将确保研究小组组长作为现代专家的专业发展。作者强调,拥有信息和数字能力将使研究小组的负责人能够根据自己的专业兴趣、要求和偏好建立个人的专业发展教育轨迹。这条道路的最终结果将是:教师的自我发展,他/她的学生和课外教育的质量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
INFORMATION AND DIGITAL COMPETENCE AS A TOOL OF BUILDING THE INDIVIDUAL TRAJECTORY OF PROFESSIONAL DEVELOPMENT
The authors offer an opinion that the effectiveness of lifelong learning directly depends on the specialist's construction of his/her own individual trajectory of professional development. The law interprets it as a personal way of realising the teacher's professional potential, that is based on his/her free choice of educational institutions, subjects of educational activity, types, forms, pace of learning, which contributes to the greatest possible disclosure of the specialist's professional opportunities [1]. It is noted in the article that under the conditions of the digital society's rapid development, the list of professionally significant qualities of a teacher is supplemented by another important component – information and digital competence. Possession of it ensures a high level of information and technological culture of a specialist and opens wide opportunities for both his/her further education and professional activity. The content of the article emphasises the importance of possessing information and digital competence for teachers of out-of-school education institutions. It is noted that out-of-school education, as a part of the informal education sector, differs in its specificity from other structural elements of the domestic education system, which is entirely aimed at the formation of a competent personality capable of self-realisation in the conditions of a society directed towards the digital transformations in the most important areas. But a significant part of teachers has not yet realised the essence of such changes, that cause a change in the place and role of extracurricular education in the XXI century. And this did not have an effect on their position regarding their own professional development. It remains passive. The content and nature of the changes accelerate the need to change the position to the opposite, which will ensure the professional development of the head of the studying group as a modern specialist. The authors emphasise that the possession of information and digital competence will allow heads of the studying groups to build an individual educational trajectory of professional development based on their own professional interests, requests and preferences. The final result on this path will be: self-development of the teacher, his/her students and the quality of extracurricular education.
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