Problems of the teachers' professional development in use of ICT in professional activities

On the basis of the analysis of scientific-pedagogical and methodological literature and practices of institutions of higher and postgraduate pedagogical education, the article presents the theoretical foundation of training, retraining and advanced training of teaching and managerial staff in use of information and communication technologies. This education includes both institutional education (formal component) and open educational resources in modern society (the informal component). The article describes the problems of scientific and pedagogical substantiation and organizational and methodological support of standardizing the process of improving competence of teaching and managerial staff in use of information and communication technologies. The standardization of the process of improving ICT competence of teaching and managerial staff of educational institutions of general secondary and secondary vocational education should be systematic and affect all of its components: the target component (goals and objectives of developing the ICT competence of teaching and managerial staff taking into account the starting level of ICT competence of each trainee); the substantial component (structural components of teaching and managerial staff's competence in the area of ICT and information culture in general); the activity component (the choice of forms, methods and means of developing the ICT competence of teaching and managerial staff); the resultative component (levels and criteria for evaluating ICT competence of teaching and managerial staff).