METHODS OF PROFESSIONAL COMPETENCE DEVELOPMENT OF FUTURE INFORMATICS PROFESSIONALS
Keywords:
informatics professionals, competence development, professional competence, formal education, experiential learning, collaborative projects, industry partnerships, continuous professional development, mixed-methods approach, comparative analysis.Abstract
This research investigates the methods employed in the development of professional competence for future informatics professionals. Employing a mixed-methods approach, encompassing surveys, interviews, and a comparative analysis of international practices, the study offers a comprehensive overview of the strategies underpinning competence development. The findings highlight the necessity of a holistic approach, wherein formal education is complemented by experiential learning, collaborative projects, industry partnerships, and continuous professional development. The comparative analysis underscores the universal value of these methods, emphasizing their applicability across diverse educational systems. This research provides a valuable roadmap for educational institutions, industry stakeholders, and policymakers to design effective competence development programs, fostering a robust and adaptable informatics workforce.
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Allyn & Bacon.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
European Commission. (2016). DIGCOMP 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Publications Office of the European Union.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational psychology review, 16(3), 235-266.
Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational technology research and development, 48(4), 63-85.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.
Muxtarov F., Turdimatov M., Mominova M. UMUMIY O’RTA TA’LIMGA KIBERXAVFSIZLIK FANINI TIZIMLI ISLOH QILISHNING USTUVOR YO ‘NALISHLARI //Engineering problems and innovations. – 2023.
Muhammadovich M. F. A conceptual model of information security in international relations //International Conference" Scientific research of the SCO countries: synergy and integration" April. – 2018. – Т. 26. – С. 145-151.
Atadjanov J. M. Developing Professional Pedagogical Mastery of Future Initial Classes Teachers //Eastern European Scientific Journal. – 2018. – №. 2.
Otajonov J., Abduxamidova M. ANALYZING MODERN METHODS OF PREPARING CHILDREN FOR SCHOOL //International Bulletin of Applied Science and Technology. – 2023. – Т. 3. – №. 6. – С. 1346-1349.
Мухтаров Ф. М. Информационная технология приоритетный фактор в формировании стратегии межгосударственных отношений. – 2018..
