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Professional training of computer science teachers through the system of staged continuing education.

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Title: Professional training of computer science teachers through the system of staged continuing education.
Alternate Title: Formación profesional del profesorado de informática mediante el sistema de formación continua escalonada.
Authors: Karabin, Oksana1 Karabin22@tnpu.edu.ua, Tkachenko, Anna2 Av_Tkachenko13@ukr.net, Panchuk, Oleh3 Panchuk.op21@gmail.com, Salmanov, Vugar4 Vuqarsalmanov6@ndu.edu.az, Verbivskyi, Dmytrii5 D_verbovskiy27@ukr.net
Source: Eduweb. ene-mar2025, Vol. 19 Issue 1, p164-180. 17p.
Subject Terms: *Educational technology, *Computer training, *Continuing education, *Science teachers, *Artificial intelligence, Digital technology
Abstract (English): The aim of the study is to assess the effectiveness of staged continuing education in the formation of professional competencies of computer science teachers and its impact on adaptation to digital technologies. The research methods included questionnaire surveys of teachers with different work experience, a pedagogical experiment with division into control and experimental groups, analysis of learning outcomes, and statistical assessment of the impact of digital technologies on teaching. The results of the study showed that the staged education system significantly increases digital literacy (+38%), the integration of STEM methodologies (+34%), and the effectiveness of adaptive curricula (+29%). The best indicators were demonstrated by teachers with 5-8 years of experience, who were able to combine technological training with practical experience. The findings prove the effectiveness of the implementation of staged education for the development of technical and pedagogical competencies. The academic novelty is the developed integrated training model that combines adaptive programmes, digital platforms, and interactive methods. Further research prospects include a long-term analysis of the effectiveness of this model in training teachers of other subjects and expanding its capabilities by integrating artificial intelligence and virtual reality. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): El objetivo del estudio es evaluar la eficacia de la formación continua por etapas en la formación de competencias profesionales de los profesores de informática y su impacto en la adaptación a las tecnologías digitales. Los métodos de investigación incluyeron encuestas por cuestionario a profesores con distinta experiencia laboral, un experimento pedagógico con división en grupos de control y experimental, el análisis de los resultados del aprendizaje y la evaluación estadística del impacto de las tecnologías digitales en la enseñanza. Los resultados del estudio mostraron que el sistema de enseñanza por etapas aumenta significativamente la alfabetización digital (+38%), la integración de metodologías STEM (+34%) y la eficacia de los planes de estudios adaptativos (+29%). Los mejores indicadores los demostraron los profesores con 5-8 años de experiencia, que fueron capaces de combinar la formación tecnológica con la experiencia práctica. Los resultados demuestran la eficacia de la implantación de la formación por etapas para el desarrollo de competencias técnicas y pedagógicas. La novedad académica es el modelo de formación integrada desarrollado, que combina programas adaptativos, plataformas digitales y métodos interactivos. Otras perspectivas de investigación incluyen un análisis a largo plazo de la eficacia de este modelo en la formación de profesores de otras materias y la ampliación de sus capacidades mediante la integración de la inteligencia artificial y la realidad virtual. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The aim of the study is to assess the effectiveness of staged continuing education in the formation of professional competencies of computer science teachers and its impact on adaptation to digital technologies. The research methods included questionnaire surveys of teachers with different work experience, a pedagogical experiment with division into control and experimental groups, analysis of learning outcomes, and statistical assessment of the impact of digital technologies on teaching. The results of the study showed that the staged education system significantly increases digital literacy (+38%), the integration of STEM methodologies (+34%), and the effectiveness of adaptive curricula (+29%). The best indicators were demonstrated by teachers with 5-8 years of experience, who were able to combine technological training with practical experience. The findings prove the effectiveness of the implementation of staged education for the development of technical and pedagogical competencies. The academic novelty is the developed integrated training model that combines adaptive programmes, digital platforms, and interactive methods. Further research prospects include a long-term analysis of the effectiveness of this model in training teachers of other subjects and expanding its capabilities by integrating artificial intelligence and virtual reality. [ABSTRACT FROM AUTHOR]
ISSN:18567576
DOI:10.46502/issn.1856-7576/2025.19.01.11