Teacher’s design activities in the context of educational transformation
Abstract
Introduction. The article presents the results of a study of the changes taking place in the design activities of university teachers in the context of educational transformation under the influence of such factors as standardization and digitalization. Results. Based on the analysis of scientific literature and the author’s design experience, the involvement of all university teachers in its implementation is proved, the essence of modern design activity as the development of pedagogical systems of different levels and scales is revealed. The results of a comparative analysis of the definitions of the concept are presented: design, design, constructive, design-constructive activity, proving their difference. Taking into account the system-forming nature of the design activity, special attention is paid in the article to the necessary competencies of the teacher for its implementation. In addition to the traditional competencies determined by pedagogical design as such, the competencies necessary for teachers to participate in the development of basic professional educational programs based on a competence-based approach, flexible educational programs based on a modular approach, hybrid educational programs taking into account their multiformatedness and non-linearity, electronic teaching and methodological complexes and electronic information and educational environments taking into account remote the nature of their use. Conclusion. The transformation of education is changing the requirements for teacher design activities and competencies.