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Kononenko, Andrii,Smyrnova, Iryna,Rybalko, Petro,Obraz, Vasyl,Balakhovska, Yuliia,Prepotenska, Maryna International Journal of Computer ScienceNetwork S 2021 International journal of computer science and netw Vol.21 No.12
The article theoretically substantiated, developed and practically implemented a structural and functional model of the formation of ICT competence, taking into account interdisciplinary integration, defines the pedagogical conditions that contribute to the formation of ICT competence: interdisciplinary integration as a basis for building an interdisciplinary course, the content of which is aimed at the formation of ICT competence; the use of IEE, including information, didactic, technological components as a basis for the formation of ICT competence; integration of formal, non-formal and informal education for the implementation the integrity of the acquired knowledge, skills, experience as the basis for the formation of the ICT competence of teachers; creation and use of a set of tasks (educational (UZ), educational and methodological (UMP), educational and professional (UPZ)) as special tools for the formation of ICT competence.
Features Of The Implementation Of Inclusive Education: The Role Of The Teacher
Klochko, Oksana,Pohoda, Olena,Rybalko, Petro,Kravchenko, Anatoly,Tytovych, Andrii,Kondratenko, Viktoriia International Journal of Computer ScienceNetwork S 2022 International journal of computer science and netw Vol.22 No.11
The article theoretically analyzed and specified definitions such as: "professional development of personality, competence, professional competence of a teacher". Structural components of professional competence are defined, namely: theoretical involves deep knowledge in the field of special pedagogy, special psychology; technological involves the use of acquired knowledge in practical activities and personal in which important personal characteristics of a special teacher are noted. Criteria and levels of development of professional competence of future special teachers are determined. The article analyzes the peculiarities of the professional activity of a teacher in the conditions of an inclusive educational space, in particular, the special training of a teacher as an integral component of this process. Emphasis is placed on the cooperation of teachers in an inclusive educational institution for the socialization of a child with special needs and her preparation for independent life.