Role of technology-enhanced learning environment at universities in shaping teachers’ professional identity

  • Albina A. Chervova Ivanovo State University, Ivanovo, Russian Federation; N.I. Lobachevsky National Research University, Nizhny Novgorod, Russian Federation
  • Svetlana A. Zaytsevа Ivanovo State University, Ivanovo, Russian Federation
  • Gennady M. Kiselev Ivanovo State University, Ivanovo, Russian Federation; Moscow Regional Social and Economic Institute, Moscow, Russian Federation.
  • Aleksey A. Mikhailov, Galina E. Muravyova Ivanovo State University, Ivanovo, Russian Federation
  • Elena I. Rzaeva, Elena V. Sitnova, Mikhail V. Sheptukhovsky Ivanovo State University, Ivanovo, Russian Federation

Abstract

The research objective is to develop and implement the model of the technology-enhanced learning environment of pedagogical universities, meeting the needs of today's digital society, complying with the requirements of legislation and facilitating would-be teachers’ training for effective professional activities. The study is based on environment-oriented, competence-oriented, culturological, and informational approaches. The main result is the developed structure of the technology-enhanced learning environment of universities, consisting of four blocks. In conclusion, the use of TELE tools considerably changes the role and essence of interaction between the educational process subjects. Students' interests, cognitive needs and psychological characteristics become high priority issues.
Published
2019-06-09
How to Cite
Chervova, A. A., ZaytsevаS. A., Kiselev, G. M., Galina E. Muravyova, A. A. M., & Mikhail V. Sheptukhovsky, E. I. R. E. V. S. (2019). Role of technology-enhanced learning environment at universities in shaping teachers’ professional identity. Opción, 35, 429-443. Retrieved from https://produccioncientifica.luz.edu.ve/index.php/opcion/article/view/24048
Issue
Vol. 35 (2019): Edición Especial Nro. 19
Section
Artículos