Деякі підходи до формування інформаційно-комунікаційної компетентності у майбутніх учителів в Німеччині

Abstract

Стаття присвячена аналізу та обґрунтуванню поняття «інформаційно-комунікаційна компетенція» та її формуванню в майбутніх вчителів у Німеччині. Проаналізовано досвід та вимоги Європейського комітету з освіти щодо фахової підготовки майбутніх учителів. Виділено критерії та описано структуру ІК компетенції, що включає три базових рівні. Здійснено порівняльний аналіз щодо розуміння сутності та шляхів формування інформаційно-комунікаційної компетенції майбутніх учителів у Німеччині та Україні.

Technological sophistication and innovative movement have long been recognized as critical elements of economic and social developments. In the 21st century, politicians and scholars have focused their work and focused on the technological approach to educational development, in particular information and communication technologies in the educational systems of developed and developing countries. The broad results of modern scientific research trust validate the virtual space, using the additional sphere of communication and training, using this information. Such a fast-paced society conveys and transmits information that has to be done in its lifetime and in reality to realize the reality in its life. In this way, the surrounding skills and personalities remain the ground for successful work for future employees. The formation and use of information and communication competences, which is a key component, is necessary to study specific issues. Future teachers should acquire the skills and knowledge they need to apply the learning and teaching processes through continuous interaction with subject knowledge, curriculum content, pedagogy, innovation, research, social and cultural aspects of education, and national and international educational policies. Teachers should be able to provide student-centered education in close collaboration with other colleagues. The article is devoted to the analysis and substantiation of the concept of «information and communication competence» and its formation in future teachers in Germany. The experience and requirements of the European Committee on Education for the professional training of future teachers have been analyzed. The criteria are identified and the structure of the IC competence is described, which includes three basic levels. A comparative analysis is made regarding the understanding of the essence and ways of formation of information and communication competence of future teachers in Germany and Ukraine.