Formation of future nursery teachers professional competence by means of information and communications technologies

Abstract

The article deals with the stages offuture nursery teachers’ professional competence formation by means o f information and communications technologies. Future nursery teachers ’ readiness to use information and communications technologies in their work is an integrated indicator which is manifested in stable associative bonds b etween professional competencies and models o f their realization with the use o f information and communications technologies; in acquiring information and communication technologies which are essential for effective fulfillm ent o f basic functional operations in the information environment o f a modern preschool educational institution; in the ability to interpret all tasks o f educational and commutative processes o f a preschool institution through available functional components o f external and internal information environments. The following stages o f future nursery teachers’ professional competence formation by means o f information and communications technologies have been distinguished: cognitive and enriching, productive and active, creative and informational. The formation o f future nursery teachers ’ professional competence based on the application o f information and communications technologies together with the use o f microteaching methodology for the formation o f associative connections can be assessed according to the following criteria: cognitive-informational, activity-informational, managerial-informational