Improving The Methodology of Preparing the Future Technology Teacher for Professional Activity in The Information Education Environment
Keywords:
Digital competency, Educational technologies, Information education, Environment, Lifelong learning, Methodology improvement, Pedagogical models, Professional activity, Technology teachersAbstract
This study discusses and evaluates strategies for improving the methodology of preparing future technology teachers for professional activity in the information education environment. Emphasis is placed on the necessity of these teachers being proficient in modern technologies and methodologies, which form an integral part of today's dynamic educational landscape. The investigation focuses on the exploration of innovative pedagogical methods, the introduction of up-to-date educational technologies, the development of digital competencies, and the fostering of a culture of lifelong learning. The paper analyzes existing pedagogical models and proposes an integrated model for preparing future technology teachers that effectively combines theoretical knowledge and practical skills in the digital domain.
References
Dhar, B. K., Tiep Le, T., Coffelt, T. A., and Shaturaev, J. (2023). US‐China trade war and
competitive advantage of Vietnam. Thunderbird International Business Review, 65(2),
-263.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology
integration?. Educational Technology Research and Development, 53(4), 25-39.
Ertmer, P. A., and Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How
knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology
in Education, 42(3), 255-284.
Gazi, M. A. I., Islam, M. A., Shaturaev, J., and Dhar, B. K. (2022). Effects of job satisfaction on
job performance of sugar industrial workers: Empirical evidence from Bangladesh.
Sustainability, 14(21), 14156.
Koehler, M. J., and Mishra, P. (2009). What is technological pedagogical content knowledge
(TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Mishra, P., and Koehler, M. J. (2006). Technological pedagogical content knowledge: A
framework for teacher knowledge. Teachers’ College Record, 108(6), 1017-1054.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., and Ertmer, P. A. (2010). Teacher
value beliefs associated with using technology: Addressing professional and student
needs. Computers and Education, 55(3), 1321-1335.
Shaturaev, J. (2022a). A case study insight from the public education system of Uzbekistan.
Academic Research in Educational Sciences, 3(8), 126–137.
Shaturaev, J. (2023). Leading-edge strategies for enhancing higher education institutions'
management systems. Indonesian Journal of Teaching in Science, 3(1), 59-66.
Shaturaev, J. (2023a). Amendment of higher education institution quality assurance.
Indonesian Journal of Multidisciplinary Research, 3(1), 175–180.
Shaturaev, J. (2023b). Methodology of Teaching English at the Primary School level:
Enhancing English language skills. Academic Research in Educational Sciences, 4(1), 152–
Shaturaev, J., and Khamitovna, K. K. (2023). A computer-based approach to teaching foreign
languages. ASEAN Journal of Educational Research and Technology, 2(2), 89–98.
Tondeur, J., van Braak, J., Ertmer, P. A., and Ottenbreit-Leftwich, A. (2017). Understanding
the relationship between teachers’ pedagogical beliefs and technology use in education:
a systematic review of qualitative evidence. Educational Technology Research and
Development, 65(3), 555-575.
Voogt, J., Fisser, P., Good, J., Mishra, P., and Yadav, A. (2013). Computational thinking in
compulsory education: Towards an agenda for research and practice. Education and
Information Technologies, 20(4), 715-728.
