APPLICATION OF EDUCATIONAL DESIGN MODELS IN THE PROFESSIONAL TRAINING OF COMPUTER SCIENCE TEACHERS

Abstract

Modernization of teacher training is a strategic task of the state in the context of Ukraine's European integration. The growing role of information and communication technologies as a goal and means of learning in educational institutions, the need to adapt the forms of organization of the educational process to modern changing conditions poses the task for the modern teacher to harmoniously combine subject, psychological-pedagogical and technological competencies in his professional activities. The concept of technologies in modern education covers the information and digital aspects of the teacher's activity as well as the psychological-pedagogical aspect. Academic freedom allows the teacher to independently design educational materials and organize the educational process for a well-founded setting of learning goals and their effective achievement – to become an educational designer. A few educational design models (Instructional Design Models) have been developed in world educational practice. These are used at different levels of education in traditional forms of organization of the educational process and in developing and implementing digital educational technologies (EdTech). The article offers an overview of common models of educational design, analyzes their features, and investigates their applicability in the practice of computer science teacher activity in the context of current professional requirements. The feasibility of familiarizing future computer science teachers of educational institutions of different levels with the concepts of educational technologies, educational design, models and methods of designing educational content and relevant aspects of organizing the educational process is substantiated. The experience of implementing these concepts in the practice of teaching future computer science teachers at the T.H. Shevchenko National University «Chernihiv Collegium» is described. It is established that the possession of modern tools helps a practicing teacher in adaptive planning, implementation, and reflection of his professional activities to effectively organize the educational process in changing conditions.