Formation of project competence of a teacher in the context of modern computer technology usage

This article discusses Project competence of subject teachers in the context of modern computer technologies usage in professional work. The content of project competence in terms of three components - cognitive, operational, technological and personal, position-valuable is revealed. The model of assessment forming of the teacher’s level of project competence regarding the use of information and communication technologies in the educational process, including the components of methodological, motivational and reflexive blocks. The ground for the development of models of professional tasks is offered. Solving these tasks is necessary for a modern teacher to learn the projective competence. The concept features of formation of projective competence of teachers in using ICT in professional and substantial bases of the process of formation is defined: the complex of tasks aimed at skills formation of educationally purposeful work in the Internet, Internet services; selection and processing of the information received in accordance with the goals and objectives of the educational process; organization of storage systems; use of the received information in the design of the learning process. Organizational basis of the formation of projective competence of the teacher in the system of professional training are implemented through laboratory and computer practice. The means of realization are the laboratory and practical works, allowing the teacher to form the ability to solve typical professional tasks.