Open AccessDevelopment of IT competence of master students of pedagogical education in the context of the pedagogical university electronic educational space development
Author(s) -
Tatyana Valeryanovna Dobudko,
Valeriy Isaakovich Pugach,
Nikolay Pavlovich Burtsev,
Olga Isaakovna Pugach,
Irina Viktorovna Tyuzhina,
Pavel Anatolyevich Danilyukov
Publication year - 2017
Publication title -
samarskij naučnyj vestnik
Language(s) - English
Resource type - Journals
eISSN - 2782-3016
pISSN - 2309-4370
DOI - 10.17816/snv201761308
Subject(s) - competence (human resources) , informatization , bachelor , pedagogy , higher education , mathematics education , knowledge management , sociology , computer science , psychology , political science , world wide web , law , social psychology
A two-level education system bachelor-master, designed to ensure transparency, academic mobility, competitiveness and integration with the European institutions acts as a subject of social and pedagogical discourses on a wide range of issues to this day. The paper discusses the issue of training of masters majoring in pedagogical education, the development of general and professional competencies, and readiness for pedagogical activities. The authors note the key role of IT competence of graduates, linking it with the continuous processes of education informatization, development of the electronic educational space of pedagogical universities. It is also noted that the development of IT competence of masters of pedagogical education is one of the most important conditions for leveling students and ensuring a personal experience with electronic educational space of the university. IT competence consists of electronic (mainly remote) education; digital learning resources; software e-learning system; virtual processes and resources of educational activities; technical means that generate electronic space. The authors propose to develop the basic level of the competence within the discipline Information technologies using a set of specially selected competence-oriented tasks. The assumptions made by the authors were reflected during educational practice which is also described in this paper.