Predictive Model For Supporting Teachers In The Context Of Digitalisation Of Education
Abstract
The article substantiates the author's predictive model of support for teachers in conditions of digitalisation of education, which is a natural process of the information age. Supporting teachers is a process aimed at solving methodological and personal problems in their professional activity, information search for possible solutions, reassessment and rethinking of the use of information and communication technologies and resources. The basis for the development of the predictive model is the social and pedagogical approach, which in the study acts as a methodological regulator for a deeper study of the links between the sphere of education and the processes of using digital technologies, network and other innovative means of communication and work with information. This approach is revealed by us on the basis of the basic concepts of the activity, information and acmeological scientific approaches. The principles of the predictive model are defined and described: openness of education to the external demands of the digital world; subject orientation to the continuity of education; cooperation and digital dialogue; facilitation; socio-professional activity; personal self-realisation of the teacher as a digital professional.
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About this article
Publication Date
31 October 2024
Article Doi
eBook ISBN
978-1-80296-133-1
Publisher
European Publisher
Volume
134
Print ISBN (optional)
-
Edition Number
1st Edition
Pages
1-658
Subjects
Sociolinguistics, linguistics, semantics, discourse analysis, translation, interpretation
Cite this article as:
Ivanishcheva, N. A., Pak, L. G., Kochemasova, L. A., & Ryabtsov, S. N. (2024). Predictive Model For Supporting Teachers In The Context Of Digitalisation Of Education. In D. K. Bataev, S. A. Gapurov, A. D. Osmaev, V. K. Akaev, L. M. Idigova, M. R. Ovhadov, A. R. Salgiriev, & M. M. Betilmerzaeva (Eds.), Social and Cultural Transformations in the Context of Modern Globalism (SCTCMG 2023), vol 134. European Proceedings of Social and Behavioural Sciences (pp. 563-571). European Publisher. https://doi.org/10.15405/epsbs.2024.10.72