PSYCHOLOGICAL PEDAGOGICAL BASIS OF INFORMATION TECHNOLOGIES USAGE BY TEACHERS OF PROFESSIONAL TRAINING IN HIGHER EDUCATIONAL INSTITUTIONS

The article describes and substantiates the process of using information technologies by teachers of vocational training in higher educational institutions. It is proved that during the acquisition of educational material the formation of students ‘motivational sphere is carried out through the awareness of the target setting, drawing students’ attention not only to the importance of this educational material, but also for further professional activity.

The state of students’ mental development is analyzed, which is determined by finding out its two levels – the level of actual development and the zone of the closest development; thus studying oriented on these cycles of development is useless from the point of view of general development, it only uselessly follows it. The effectiveness of training is determined not only by the content, but also by the mode of activity of its assimilation, or by the operational side of the activity. Separation of the operational side of the educational activity and the process of its formation in students constitute the central psychological problem of learning.

The purpose of the work is to reveal and determine the psychological and pedagogical bases of the usage of information technologies by teachers of vocational training in higher educational institutions.

The methodological basis is the competent, orientation, operational, energetic and evaluation approaches to the process of usage of information technologies by teachers in their professional activity. Analysis of historiographical sources and scientific publications.

The scientific novelty defines and substantiates the process of using information technologies by teachers of vocational training in higher educational institutions and specifies the indicators of students’ mental development to the usage of information technologies.

It is established that the main criterion of students’ mental development is the presence of a properly organized structure of educational activity with its components – task setting, choice of means, self-control and self-examination. High level of students’ mental development is related to the cross-curricular generalization of mental techniques.