Information Technology Training Methodology for Future IT Specialists Forming Flexible Skills
Abstract
The article discusses the soft skills of future IT bachelors, which are professionally significant in the development of team IT projects. The authors found that the universal competencies in which IT companies are interested are not sufficiently formed in future IT bachelors in higher educational institutions, which creates problems in their future professional activities. To identify the causes, an analysis was made of indicators of the manifestation of personal (meta-subject) results of secondary education and universal competencies of the Federal State Educational Standard of Higher Education 3++. Deficiencies are identified that lead to a bias in the continuity of personal (meta-subject) results of secondary education and the development of universal competencies at a university. The professional standard 016 - "Project Manager in the field of information technology" has been studied in order to combine the requirements of labor actions with the universal competencies of the Federal State Educational Standard of Higher Education 3++. As a result, universal competencies were identified that are professionally significant for the effective professional activities of future IT bachelors in terms of implementing team IT projects in remote work, establishing productive communications within the IT team and with the customer of the software product, as well as continuous self-development of IT specialists. A methodology for teaching information technology is proposed, which forms professionally significant universal competencies of future IT specialists on the basis of team media education projects. The article considers digital tools mastered by students at each stage of the development of a media education project, which allows us to form both the soft skills of future IT specialists that are in demand in the labor market, and professional skills associated with future professional activities. The methodology takes into account the individual distribution of roles in the project team and is implemented in the first year when teaching information technology. The results of the study may be of interest to teachers who model professional tasks, as well as to improve the quality of training of competitive IT specialists.
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