The conceptual model of information and communication competence development of the teachers of philological disciplines within the pedagogical postgraduate education system
DOI:
https://doi.org/10.15587/2519-4984.2016.70205Keywords:
conceptual model, IC-competence, teachers of philological disciplines, pedagogical postgraduate education systemAbstract
In the article was scientifically grounded and characterized the conceptual model of IC-competence development of the teachers of philological disciplines during the andragogic cycle in the pedagogical postgraduate education system.
Taking into account that the system of pedagogic postgraduate education (PPE) is the subsystem of the higher order that is the part of education system in Ukraine that must react on the social demand and consists of the other subsystems that work according to the unified rules and principles, at the elaboration of the conceptual model of information-communication competence (IC-competence) of the teachers in the PPE system we separated the four interconnected structural subsystems of the lower order that allow its effective functioning, namely: conceptual, content-structural, technological and the subsystem of monitoring and assessment of parameters of the IC-competence level; we understood the connections between them and the essence of the educational process itself that takes into account the content and structure of this competence; the features of its formation and development on the two strategic lines in the course and intercourse periods that condition the limits of the model of IC-competence development and take into account the levels of this competence of the teachers of philological disciplines who improve their qualification in the PPE system in which base are the time limits of the teachers’ qualification improvement (course and intercourse periods that are equal to the andragogic cycle). But the special feature of the model is the fact that there is no final point of IC-competence development because this competence is the dynamic one and is in the permanent development that is conditioned by the permanent development of ICT and the methods of its reasonable and expedient use. That is why the five-year cycle is not enough.
The main tasks that must be solved using this model and organizational-pedagogical conditions that allow its effective functioning were defined.
The limits that hinder the full manifestation of the person, its self-realization, self-presentation, self-organization and activity in the use of ICT by the teachers-philologists in their professional activity and must be overcome at the realization of the elaborated model were outlinedReferences
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