Development of information and communicative competence of secondary professional education teachers in the process of advanced training

The research problem and the rationale for its relevance. The article deals with the problem of developing the information and communication competence of secondary professional education teachers. The author notes that it is advisable to develop this competence in the process of implementing advanced training programs. A review of scientific and pedagogical sources made it possible to determine the degree of study of this phenomenon. As part of the study, a diagnosis was made of the formation of information and communicative competence among teachers of secondary professional education in the Belgorod region, the results of which gave rise to a pedagogical experiment. Methodology (materials and methods). In order to increase the level of development of information and communication competence of teachers of secondary professional education, a formative pedagogical experiment was carried out. An action plan was developed for its implementation. This process was organized in the course of development by teachers in the experimental group of the advanced training program “Information and communication competence of the teacher” developed by the author. The participants of the pedagogical experiment were divided into two groups: control and experimental. Experimental group created special organizational and pedagogical conditions while mastering the program of supplementary professional education, while the participants of the control group were trained in the usual format. Preference was given to the distance form of education, along with which the full-time format was used. Training in the experimental group took place with the adjustment of the number of hours of full-time and distance formats, depending on the needs of the students. The students from the control group were trained according to the standard advanced training program. The author cites the results of the conducted pedagogical experiment, which indicate that the conducted experimental work contributed to a change in the level of development of information and communication competence towards improvement. However, it should be noted that during the implementation of the formative stage of the pedagogical experiment, problems emerged that affected the final result, because the improvements were not as significant as expected. In conclusion, it is concluded that there is a relationship between the processes of active development by teachers of SPE of the means of developing, modernizing and applying in practice Internet resources for educational purposes and the process of developing their information and communication competence.