Сompetence approach to the training of teachers-defectologists by means of information communication technologies

Contact: Olga Dalivelya, PhD, Associate Professor, Head of the Department of Pedagogy and Psychology of Inclusive Education, Institute of Inclusive Education, Belarusian State Pedagogical University named after Maxim Tank, Republic of Belarus. Research Interests: genetic disorders and their manifestation in people with special needs, information technologies in the training of teachers, inclusive education of people with special educational needs. Olga Mamonko, PhD, Associate Professor, Department of Special Pedagogy, Institute of Inclusive Education, Belarusian State Pedagogical University named after Maxim Tank ”, Republic of Belarus. Research Interests; pre-school special pedagogy, special methods of training and education, information technology in the training of teachers, inclusive education of persons with special educational needs.

The article presents an analysis of modern approaches to the definition of the concepts “competence” and “competence”. In the context of modern psychological and pedagogical research, key competencies are considered to provide students with independence in various spheres of life through the development of subjectivity: the ability to make independent decisions, self-organization and regulation of their own behavior and activities.

Different types of electronic tools used in the education system of teachers-pathologists of different profiles are considered: interactive models, electronic libraries, interactive models of the practical work of a defectologist with a child, virtual survey practices. The authors have proposed means for the formation of professional competencies of a teacher-defectologist with the help of information communication technologies. The article presents the advantages of the virtual workshop, as one of the types of computer-based training systems

The stages and features of the accumulation and creation of materials for inclusion in the virtual workshop, the specifics of the student’s competence assessment tools are described.

Future specialists is oriented on the formation of key competencies corresponding to such professional work functions as: organize the learning process; organize the upbringing process; to create educational environment for developing; provide regulatory and educational support of the educational process; carry out research and innovation activities; implement social interaction for educational purposes; implement personal and professional self-development.

The article concludes that virtual practice enhances the student’s readiness for pedagogical work, since they receives a unique opportunity to gain experience in using virtual knowledge in working with a child in a virtual environment with reliable feedback and help system.

Key words: competence, labor function, information communication technologies, virtual workshop