REFLECTIVE MODEL FOR TEACHER TRAINING IN THE DISCIPLINE COMPUTER MODELING IN THE 3RD AND 4TH GRADE

The paper describes the reflective model for teacher training in the discipline computer modeling. The training was conducted at the University of Ruse with three different groups of teachers. Computer modelling.The aim of the discipline Computer modelling in the 3rd and 4th grade is to mastering the initial knowledge, skills and relationships associated with building digital literacy of students by creating computer models of familiar objects, processes and phenomena, and experimenting with them. The emphasis in training in the 3rd grade is on acquiring knowledge and skills for working with digital devices, working with files, creating animated projects using algorithms with conditions and replications through a visual environment for block programming. The emphasis in learning in the 4th grade is on acquiring knowledge and skills for working with information and digital devices, working with files, creating animated projects using conditional algorithms, and synchronizing actions of characters through a visual block-programming environment. Teacher development.In recent years, teachers’ professional development has become a core issue. The development of teachers beyond their initial training can have a number of objectives: - to improve teachers’ knowledge of a subject;- to improve teachers’ skills, attitudes and approaches in accordance with the new teaching techniques and objectives, new circumstances and new educational research;- to enable teachers to apply changes made to curricula or other aspects of teaching practice;A teacher education course should include two kinds of knowledge for it to be professionally structured:- Received knowledge: It is related to all the concepts and skills that are studied during the lessons.- Experiential knowledge: It is that knowledge which is developed by the trainees throughout their teaching practice.Wallace’s Reflective Model is separated it into three stages:- The pre-training: It is believed that the person who has decided to embark on professional education does not enter the progamme with blank mind. He has, at least, some pre-training knowledge about teaching.- The professional development: It is the stage of professional education or development through theory and practice.- The professional competence: The ultimate goal of this model is to increase professional competence.Reflective teaching.Reflective teaching is a practice that involves learning how to become a more engaging teacher by learning from your environment. It is a self-assessment of teaching, wherein an instructor examines their pedagogy, articulates reasons and strengths for their strategies, and identifies areas for revision or improvement. Qualitative analysis at the end of the course-questionnaire.The questionnaire contains questions which reveal the teachers’ motivation and their attitude to the course. The questions are divided into several categories which measure the teachers’ confidence in their own abilities when performing the learning activities and solving problems, their willingness and readiness to use active strategies for learning and to be active participants in the learning process; their strive to do well and be acknowledged by their peers; the desire to achieve their personal aims and satisfy their need for knowledge and skills which shows that they have personal motivation; and the teachers’ attitude towards the course.