Development and Adaptation of Programs for Advanced Training of Teachers to Develop Information and Communicative Competence Abdullaev Bakhtiyor Panji ugli

Аннотация

The article discusses approaches to the development and adaptation of advanced training programs for teachers aimed at developing information and communication competence (ICC). Particular attention is paid to the need to implement modern digital technologies and pedagogical practices that promote the effective use of ICT in educational activities. The importance of a flexible modular structure of programs focused on the level of digital literacy of teachers, the specifics of the subject area and the goals of the educational organization is substantiated. A model for constructing programs is proposed taking into account the principles of personalization, practice-orientedness and continuous professional development. Keywords: Advanced training, teaching staff, information and communication competence, digital literacy, ICT competencies, program adaptation, digital transformation of education, personalized learning. teachers. Introduction: In the context of digital transformation of education and growing importance of electronic METHODS resources, knowledge of information and The modern system of advanced training of teachers is communication technologies is becoming a basic based on conceptual approaches and principles that requirement for modern pedagogical activity. reflect the strategic trends of additional education, Formation and development of information and recorded in key documents of the state educational communication competence (ICC) is an integral part of policy. In these materials, institutes for advanced the professional growth of teachers, ensuring their training are designated as the main organizational ability to effectively use ICT in teaching, mechanism for the continuous professional growth of communication with students, parents and colleagues, teaching staff - they are the ones who set new as well as in self-education. standards of education for the industry. However, practice shows that many programs for The methodological work of such institutes includes advanced training of teachers do not fully meet new preliminary identification of typical professional challenges and do not take into account the level of difficulties of teachers, determination of the most initial digital training of students, the specifics of relevant and advanced information, as well as creation academic disciplines and educational platforms. The of a set of information, technical and educational- purpose of this article is to substantiate the methodological conditions. Application of activity- methodological and practical foundations for the reflexive technologies and modular structure of design and adaptation of programs for advanced courses forms the basis for a personalized system of training of teachers to form ICC. The article analyzes advanced training, within the framework of which approaches to structuring educational content, individual trajectories of development of professional choosing digital tools, as well as methods for competencies of teachers are designed. diagnosing and assessing the achieved level of ICC in American Journal Of Social Sciences And Humanity Research 327 https://theusajournals.com/index.php/ajsshr American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141) Professional success of a teacher in modern research is • Project activities are aimed at developing their own determined by a number of key criteria. Among them digital products: interactive tasks, media lessons, are the ability to independently formulate professional digital scenarios. tasks, predict possible ways of their solution, choose 5. Coaching and mentoring the most effective strategies of activity, correlate the • Inclusion of elements of support for teachers by achieved results with the planned ones, and also experienced tutors, consultants or ICT coordinators in analyze the influence of various factors, including the the program. use of interactive educational tools, on the final result. • Mentors help to apply the acquired knowledge in the The study of the processes of formation of information context of everyday teaching practice. and communicative competence of teachers in the system of advanced training is based on the integrated 6. Formative and final assessment of results application of scientific and methodological • Mini-tests, reflective reports and digital portfolios are approaches. Within the framework of this study, the regularly conducted during the training. main ones are: andragogical approach, focused on the • Upon completion - defense of mini-projects or specifics of adult education; competence-based, aimed passing a certification test confirming the formed ICC. at the formation of key professional skills; activity- 7. Feedback and adaptation of programs based, providing a practical focus for training; as well as acmeological and synergetic approaches, which • After each stream, feedback from participants is allow us to consider the development of competence collected, the success