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| 1 | The features of the training process of computer science teachers are considered in this article. The drawback is a low level of informative and technological components of the teachers’ professional training content. It is suggested to improve the basic fundamental training by incorporating new subjects by means of the regional component of the university. Computational geometry is one of such disciplines. This work covers a new approach to teaching of computational geometry foundations on the basis of the specific character of pedagogical education. The problems of computational geometry training in the conditions of a pedagogical university and the ways of their solving are analysed | 1194 | ||||
| 2 | Peculiarities of training would-be teachers of computer science in a teacher training university and those related to training them in computational geometry are examined. The matter concerns the necessity of designing the Computational Geometry course with the basic principles of teaching geometry and computer science taken into consideration. General principles of designing the course to be lectured in a pedagogical institute of higher education are formulated and the course components – in particular, geometry, programming, computer science, psychology and pedagogics are presented. Keywords: computer science, methods of teaching, didactic principles, computational geometry | 1451 | ||||
| 3 | The article deals with preparation of future teachers of informatics, mathematics, and specialists in the field of information systems at Pedagogical University in the sphere of computational geometry. The subject is fundamental component of informatics domain and its amplification by “Elements of computational geometry” teaching. The components of methods of computational geometry elements teaching in terms of pedagogical institute are stated. Keywords: fundamental/fundamental nature, computer science, methods of teaching, computational geometry | 1246 | ||||
| 4 | The article deals with basic concepts of competence-based approach and its application at the level of professional education in informatics. The list of narrow subjective competencies formed in the process of “Elements of computational geometry” discipline in the Pedagogical University learning was identified. Keywords: expertise, competence, professional competence, informatics teacher, computational geometry | 1458 | ||||
| 5 | This article discusses features of algorithmic thinking, its components and corresponding mental operations. The role of algorithmic thinking in the formation of professional skills of future informatics teachers has been analyzed. Keywords: algorithmic thinking, operational thinking, mental operations, information technology, methods of teaching | 1441 | ||||
| 6 | The content of the school curriculum of Computer Science and ICT is one of the most susceptible to change among all school subjects. Moreover, due to the spread of information technology of society as a whole, fundamental changes are taking place in the entire field of education. New information and communication technologies are being widely introduced into the learning process. This objectively increases the schooling requirements of the student in the field of Computer Science and ICT, and therefore to the substantive training of the future teacher. This article focuses on the substantive training of future teachers in accordance with the Federal State Educational Standard. It is reasonable that quality substantive training is a necessary requirement for the teacher’s competence. An overview of the content of the most relevant subjects is provided. Particular attention is paid to the importance of shaping the algorithmic thinking of the future Computer Science teachers. The main tools to monitor learning outcomes are considered. In subject disciplines, it is useful to pay attention to how a student can better understand the subject, how one can motivate the student to learn a particular subject, and how the subject studying contributes to the creation of universal learning activities. Keywords: teacher of informatics, pedagogical education, algorithmic thinking, subject preparation, evaluation tools | 1175 | ||||
| 7 | In the process of formation of the modern system of Russian education, one of the most urgent problems is the problem of staffing complex structural changes in this sphere of society. In a multicultural context and the modern educational paradigm, the most important issue is the preparation of a school teacher. The article systematizes scientific knowledge about modern educational outcomes (hard-skills, soft-skills, self-skills), provides a rationale for the concepts of over-subject and personal skills. Separate innovative ideas in the field of organization of the educational process in modern universities are systematized: –skills), in the vertical plane – subject-specialized and professional skills (hard-skills); V-model of higher education, aimed at creating conditions for the formation of creative specialists with the skills of continuous self-development (self-skills); 2) elements of methods for the formation of soft-skills among students, including those related to various methods of motivation, organization of the communication process, the use of specialized teaching aids, emotional intelligence skills, etc. a process aimed at developing various educational outcomes for students (hard-skills, soft-skills, self-skills), etc. Based on the experience of Tomsk State Pedagogical University, the article proposes a substantiation of the process of forming the professional and personal skills of students of a pedagogical university by means of a reflexive-activity approach as a theoretical basis for designing mechanisms that ensure the development (self-development) of the potential of a subject capable of self-determination. It seems logical to develop the personal skills of students in terms of their striving for the emergence of the determination of their own position in any problem situation. Keywords: education, future teacher training, self-skills, self-determination | 656 | ||||
| 8 | The development of rural schools as the main group of Russian general education organizations has led to the task of forming a modern human resource with not only subject-specialized competencies, but also readiness for professional activity in the field of psychological and pedagogical support of the educational process, including means of digital didactics, organization of the process of self-improvement, etc. Professional development, the formation of pedagogical skills of a teacher in modern conditions of school in rural areas is possible only through his continuous education. One of the stages of formal continuing education for teachers of rural schools is a master’s degree. The purpose of this work is to systematize scientific ideas about the mechanisms of organizational and pedagogical support for the preparation of teachers to work in a rural school by means of a master’s degree of a pedagogical university. In the article, by means of theoretical analysis, the scientific knowledge about the peculiarities of rural schools in the conditions of modern complex structural changes is systematized, the specifics of the professional pedagogical activity of this group of teachers are highlighted. The position is proved that one of the mechanisms of professional development of a rural school teacher is a master’s degree with a specialized educational program. On the basis of historical and pedagogical analysis, a systematics of the leading mechanisms for supporting the professional development of a rural school teacher is proposed (including scientific and methodological, organizational and pedagogical, etc.), technologies, forms of its implementation (tutoring, curatorship, mentoring, etc.), the concept of organizational and methodological support of the educational process as the activity of actors in the design and implementation of interaction between subjects is introduced (students, coordinators, teachers), by means of the developed complex organizational and methodological activities aimed at improving its effectiveness. The content of organizational and methodological support of the educational process developed for undergraduates of Tomsk State Pedagogical University is analyzed. The implementation of this master’s program, including the author’s model of organizational and methodological support, will effectively solve both the tasks of training new professionals for the modern system of rural education, and create conditions for the formation of future researchers in the field of rural school pedagogy. Keywords: a teacher, pedagogy of a rural school, mechanisms for supporting the professional development of a teacher, organizational and methodological support, master’s degree of a pedagogical university | 827 | ||||