Competence approach in the technical training of Informatics teachers.

Abstract

The article considers questions that are related to the formation of the technical competence of an informatics teacher for his professional activity. A theoretical analysis of different approaches to the understanding of the nature of such basic concepts as “expert knowledge”, “competences”, “professional expert knowledge” and “technical expert knowledge” of the informatics teacher are represented. They differentiate between the conceptions of the “expert knowledge” and “competences” in this work. Contents of the professional expert knowledge of an informatics teacher are examined and stages of the professional formation of an expert are determined.

In the structure of the informational expert knowledge of the pedagogue there is distinguished a technical-technological component part that combines two different lines in the informatics teacher’s activity namely technical (knowledge of computers, understanding of the hardware functioning principles) and technological (understanding of the nature of the technological approach as to the organizing of the professional activity).

Basing on these two directions the general pattern of the formation of technical competences of an informatics teacher is determined as followed: elementary technical competences, satisfactory technical competences, general technical competences, sufficient technical competences, professional technical competences and conceptions of technical competences are described. It is determined that during the formation of the technical knowledge and competence the technical world-view, technical mode of thinking, technical direction of the personality, noble regard as to the future professional activity is going on to coming into being. This transforms the matter of the technical preparation into the component of teacher’s personality that can be a component part of the structure of technical competence.