Developing and Assessing Media Competence in Future Teachers: The Experience of Bashkir State Pedagogical University named after M. Akmulla

Abstract

The author shares the experience of developing and applying diagnostic tools and using diagnostic results to take targeted corrective actions in developing professional competencies in future teachers majoring in Social Sciences; the study focuses on media competence as an example. The aim of the study is to identify and theoretically substantiate the organizational and methodological conditions for creating an innovative technological platform to develop media competence in future teachers. The training is intended to develop media competence as an individual’s ability to work with information and as a set of professional knowledge and skills related to the development of information skills in students. The article provides a general description of the diagnostic toolkit, approaches to its development, the analysis of the diagnostic testing results, and their potential in improving students’ preparation for the challenges of their profession. The diagnostic toolkit is based on three criteria: “valuetarget”, that is, defining goals, objectives, values, and educational outcomes in developing students’ information management skills; “content-organizational”, that is, selecting the content, approaches, and principles for implementing the educational process to develop information management skills; and “instrumental-evaluative”, that is, selecting methods, techniques, and tools for assessing educational outcomes in the field of information management. The study has demonstrated that the diagnostic toolkit, based on normatively defined requirements for the content of universal and professional competencies developed in future teachers and requirements for general education outcomes in Social Sciences, enables seamless integration of teacher training and the challenges of professional teaching.