PROFESSIONAL TRAINING OF COMPUTER SCIENCE TEACHERS IN THE CONTEXT OF METHODOLOGICAL APPROACHES

Fast progresses of information and communicative technologies, dynamic changes in computer science as a school subject are changing the requirements to computer science teacher’s competencies. According to this fact the issues of their qualitative professional training in higher educational institution are up-to-date where the aim and the content of the higher education should be appropriate to modern challenges. The study analyzes procedural and content aspects of methodological focuses of professional preparation of computer science teachers’ basing on the example of competence approach and its unity with such approaches as acmeological, axiological, integrative, activity-oriented, person-oriented, technological, synergistic, systemic ones. The aim of this studyis to characterize methodological focuses on the reformation of computer science teacher’s professional preparation, to research versatile application of scientific approaches in the process of forming teacher’s general and professional competences. In paper methodology it has been used theoretical and empirical methods: issue research analysis; synthesis of scientific and methodological ideas towards the use of methodological approaches; summing up the own experience of professional activity towards the research issues; students’ surveys and research results interpretation; materials systematization. The results are presented with the justification that mentioned methodological approaches complement each other harmoniously combining positive experience and modern educational innovations, judiciously organizing the joint activities of participants in the educational process. Mentioned approaches should be implemented synchronically during the studying of the subjects’ content of general and professional section, having pedagogical practices, realizing research activity that is required with educational and professional program of Secondary education (computer science). In the same time, the author defines the most important "personal factor": revealing, considering and development of student’s individual characteristics as a subject of studying, their objective and subjective motivation and the readiness to professional preparation. The study highlights the triune functioning of methodological approaches in pedagogues’ professional preparation: as scientific phenomena that predict, research and describe the most appropriate procedures of studying; as a system of ways, principles and prescriptions used in real educational process; as the objects to research in the subjects of pedagogical content with the aim of their following use in the own pedagogical activity by the future teachers. On the other hand, educational process needs the development of special surrounding where it has been outlined the activity of that one who teaches and the activity of that one who studies and under those conditions, as the author thinks, mentioned approaches should be interpreted both from the position of an education seeker and from the position of a teacher. The results of the surveys have shown students’ high awareness towards the activity-oriented, person-oriented and technological approaches; low interest in synergistic, acmeological and axiological approaches; competence, systemic and integrative approaches are quite significant for the respondents. In general, the results of the study of theoretical and practical information and student surveys confirmed the need to use the studied approaches as methodological guidelines for professional training, their inter-complementarities, the combination of which is a significant step towards improving the quality of modern education. In addition, the study defines the prospects for the research dealing with the outlined issues.