МОДЕЛЬ ФОРМУВАННЯ ІНФОРМАЦІЙНО-ЦИФРОВОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ

Abstract

У статті представлено модель формування інформаційно-цифрової компетентності майбутніх учителів математики у процесі застосування технології гейміфікації. Акцентовано увагу на значенні інтеграції цифрових інструментів у процес професійної підготовки педагогів, що дає змогу розвинути як технічні, так і методичні навички для ефективного використання ІКТ у навчанні. Модель охоплює чотири блоки: цільовий, організаційно-змістовий, операційно-діяльнісний та результативний, кожен з яких спрямований на комплексний розвиток інформаційно-цифрової компетентності, необхідної для майбутньої професійної діяльності вчителя математики. Зазначено педагогічні умови, необхідні для реалізації моделі, а також критерії та рівні сформованості інформаційно-цифрової компетентності.

The article examines the problem of forming the information and digital competence of future mathematics teachers, which is extremely relevant in the context of digitalization of the educational environment. The article analyses the importance of integrating modern digital technologies into the training of future teachers, which ensures the development of not only technical skills, but also methodological skills in the use of information and communication technologies (ICT) in the learning process. The proposed model is based on the use of gamification technology as a means of activating and increasing the motivation of future teachers, which allows them not only to acquire the necessary competencies, but also stimulates interest in the use of ICT in future professional activities. The model of information and digital competence development consists of four main blocks: target, organizational and content, operational and performance, and resultant. The goal block defines the purpose and objectives of competence development, focusing on preparing students for the effective use of ICT to achieve educational goals. The organizational and content block includes the approaches and principles on which learning is based, including competence-based, personality-oriented, practice-oriented, systemic, synergistic and axiological. Each of them ensures the comprehensive development of information and digital competence through the formation of key skills and values necessary for a modern teacher. The operational-activity block focuses on the practical aspects of mastering the knowledge and skills of working with ICT, which is achieved through the use of various teaching methods and technologies, including gamification. The resultant block contains assessment criteria, levels of competence and the final result, which demonstrates the readiness of graduates to use ICT in their professional activities. In addition, the article outlines the pedagogical conditions that contribute to the effective implementation of the proposed model, in particular, the formation of motivation to use ICT, updating the content of professional training and providing students with opportunities to gain practical experience with digital tools. The presented model has prospects for implementation in the educational process of higher pedagogical education institutions, contributing to the training of competent, motivated and ready for modern challenges specialists in the field of education.