INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PROCESS OF STUDYING PROFESSIONAL DISCIPLINES IN VOCATIONAL TRAINING

Abstract

The article establishes that the use of information and communication technologies in professional disciplines allows future teachers to organize continuous and thorough mastery of educational material.

Modern means of information transmission have practically no restrictions on the volume, speed and type of information transmission, and the navigation tools «network space» provide the opportunity for future teachers to contact any remote source of information in order to solve the task set in professional disciplines.

It is proven that in the process of applying individual and group forms of independent work in future teachers of professional training in professional disciplines, two types of relationships can be distinguished: motivational, when the teacher not only forces students to do what he says, but also explains the meaning of the problem task, non-categorically, but partially goes to meet future teachers, and initiative, when the teacher indicates what needs to be done and helps, and future teachers can also show their own initiative.

The purpose of the work is to reveal the features of professional training of future teachers of specialized disciplines using information and communication technologies in higher education institutions.

The methodological basis is the analysis of psychological and pedagogical literature on the problems of training future teachers to use ICT in the educational process and; study of the experience of domestic and foreign scientists on this problem.

Systematization and generalization of theoretical knowledge on the research problem.

The scientific novelty lies in the substantiation of the process of professional training of future teachers in the use of information and communication technologies in classes of professional disciplines in higher education institutions.

It was found that modern future teachers show significant interest in information and communication technologies of education. The rejection of directive teaching and directiveness involves providing future teachers with greater independence, opportunities for free choice of courses, forms of control. Taking into account these needs leads to the renewal of forms and methods of knowledge presentation and cooperation between the teacher and the student.