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DEVELOPMENT OF STUDENTS INFORMATION LITERACY IN A RURAL SCHOOL // Pedagogical Review. 2020. Issue 1 (29). P. 21-26

We described the issues of different age education in a rural school and presented the main components of information literacy of school students (obtaining information; evaluating information; using information). The concept of “information” is disclosed. We studied the relationship of information literacy with such types as network literacy (the ability to analyze, collect and use information coming from social networks); digital literacy (the ability to understand and use information provided by a variety of formats and sources using a computer); internet literacy; computer literacy (knowledge, skills and abilities necessary for understanding information and communication technologies, including hardware, software, systems, networks (local networks and the Internet)); media literacy (knowledge, skills and abilities necessary for understanding all means of (mass) communication and formats in which the creation, storage, transmission and presentation of data, information and knowledge is carried out). We gave examples and analysis of the current situation in rural schools, the reasons why it is necessary to develop and implement information and communication technologies in small schools and the practice of their application. We also described the main directions of development of teachers in rural schools (areas that require special attention when designing a development program for a particular school) and the conditions that are necessary for this.

Keywords: information literacy, rural school students

Development of the skills of introspection of the professional activity of teachers // Pedagogical Review. 2023. Issue 3 (49). P. 94-100

In modern conditions of the development of the education system, the implementation of a whole complex of pedagogical and managerial innovations, inter alia, with the assessment of the quality and effectiveness of the professional activity of teachers, is being introduced. The effectiveness of the educational process currently largely depends on how much the teacher is capable and ready not only for the formation of certain knowledge, skills in students, to disclose their creative potential, as well as to the development of their own professional competencies, the ability to find solutions in various pedagogical situations. In the work on the issue of introspection of pedagogical activity, several directions of studying this problem are systematized and distinguished: the formation and development of research, analytical and reflective skills of the teacher; Features of the training of teachers for various types of innovation, taking into account its specifics, including educational, methodological, expert, research. The article justifies the assumption that the formation of teachers of introspection skills is a prerequisite for their successful professional activity. The ability of a modern teacher to carry out introspection is the result of the interiorization of another experience. Three levels of readiness of the teacher to implement introspection are substantiated: at the first level, the formation of goal-setting and individual self-determination in pedagogical activity are assessed at the first level, the allocation of value guidelines; the second level is characterized by sufficient technological work, performing culture, normative literacy, guaranteeing the achievement of the goal; a feature of the third level is the formation of a reflexive superstructure, thanks to which the teacher is able to analyze his activities. Determination of levels allows us to distinguish the criteria and indicators of assessing the teacher’s readiness for introspection. Accordingly, it will be successful if professional pedagogical education is built in the logic of developing learning and professional dialogue and is aimed at developing introspection mechanisms, and modeling of reflective and analytical activity, the development of individual introspection models, become priority in the learning process. The results presented in the article can be used in the system of training future teachers and improving their qualifications.

Keywords: analysis, introspection, introspection of pedagogical activity, teacher’s readiness for introspection

Preparing a Modern Teacher for Work in a Rural School: Key Competencies and Individualized Models of Organizing Professional Development // Pedagogical Review. 2024. Issue 6 (58). P. 29-37

The article systematizes the key characteristics of a modern rural school and the specific conditions of its activities. It describes the specific features of a rural teacher’s pedagogical activity. It presents the content of individual pedagogical difficulties of teachers in this group of general education organizations: selection of educational material for work on “non-core” disciplines, integration of educational material, psychology of pedagogical communication in mixed-age groups, a system of effective methods, techniques and means of teaching in small classes, design and implementation of individual educational routes, techniques for self-organization of a teacher’s activity, self-analysis of difficulties in professional activity, etc. The article presents the key competencies (communicative, design, reflexive), the corresponding components of the content of the activity (integrative-methodological component, informational-cognitive, personality-developing, reflexive-communicative), and the leading principles of training a teacher in a small rural school. Individual routes for advanced training, including variable models, are substantiated.

Keywords: small school, rural school teacher, features of the professional activity of a rural school teacher, communicative competence of a rural school teacher, design competence of a rural school teacher