Application of innovative technologies in the training of future computer science teachers

Abstract

In the modern conditions of education reform in Ukraine, the most important tasks are the preparation of an educated, creative personality and the formation of competencies for effective life and professional activities. To solve this problem, psychological and pedagogical substantiation of the content and methods of the educational process is necessary. In the process of searching for a new educational paradigm of wide application, various innovative types and forms of organizing educational activities are acquired, which is a prerequisite for the comprehensive development of the individual, enrichment of his creative potential, a means of realizing abilities, as well as the growth of professional competence, improvement of previously acquired knowledge, abilities and skills. The purpose of this article is to evaluate and analyze the scientific-methodical and psychological-pedagogical literature on the problem of using innovative technologies in the training of future teachers, in particular computer science teachers. During the study, the following research methods were used: analysis of scientific literature, systematization and generalization of research materials, which made it possible to determine the state of the problem of the application of innovative technologies in the field of education, in particular, in the training of future computer science teachers. The analysis and systematization of existing definitions of the terms «educational technology», «pedagogical technology», «innovative technology», «learning technology», «educational technology» in pedagogical science show that they do not always meet the requirements of the terminological approach and at the same time reflect a variety of interpretations these concepts. This also applies to their distinction and relationship with the concepts of «pedagogical system», «methodology», «technology». The analysis of scientific studies of the pedagogical community regarding the application of innovative technologies in the educational process confirmed the complexity and significance of this problem. In particular, different approaches of scientists to the interpretation of the concepts «pedagogical technology» and «innovative technology» were revealed. The study of psychological-pedagogical and methodical literature, as well as numerous scientific works devoted to the implementation of innovative technologies in education, made it possible to determine the state of the researched problem, to clarify the essence of the main concepts of scientific research, to consider different approaches to the classification of innovative technologies and the requirements for their application in the educational process.