Deficiences in the sphere of informational and communicative competence of teachers of the Krasnoyarsk territory

Problem and purpose. The article analyzes the problems of the required level of the informational and communicative competence of the teacher in conditions of teaching modern schoolchildren, taking into account their characteristics, revealed by representatives of the “theory of generations”. The problem of the need to “equalize” the informational and communicative competence of teachers in the Krasnoyarsk Territory is highlighted, due to the results of the diagnosis conducted on the basis of the Krasnoyarsk Regional Institute for Advanced Studies and Professional Retraining of Education Workers. The purpose of the article is to specify the levels of informational and communicative competence of the teacher from the point of view of solving professional problems in the work with modern schoolchildren, to justify the deficiencies in informational and communicative training among teachers of the Krasnoyarsk Territory. The methodology of the study is the analysis and generalization of normative documents in the field of professional requirements for the teacher, the results of research by foreign and domestic scientists in the study of the features of representatives of the modern generation and adequate methods of their education and upbringing, in the formation and development of the professional informational and communicative competence of the teacher, as well as the methods of questioning, processing and interpretation of its results. Results. On the basis of highlighting the professional tasks of the teacher in the sphere of the use of the informational and communicative competence in teaching, taking into account the characteristics of modern students, the levels of the informational and communicative competence indicated by the professional standard of the teacher are specified. The conducted questioning made it possible to identify the deficiencies of the teachers of the Krasnoyarsk Territory in the field of achieving the required level of the informational and communicative competence and to confirm the assumption that it is necessary to take measures to level it. Conclusion. The revealed complex of teachers’ deficiencies in the development of their informational and communicative competence’s levels will allow determining the ways and conditions for their improvement in the context of the continuous “teacher-centered” training on the programs of additional vocational education in the Krasnoyarsk Regional Institute for Advanced Studies and Professional Retraining of Education Workers.