Use of cloud-oriented open science systems in the process of education and professional development of teachers: models and technologies

authors: Maiia Marienko, Yulia Nosenko, Mariya Shyshkina

Urgency of the research. The implementation of open science in the ZZSO is a complex and multidimensional process aimed not only at the application of individual elements, but at the construction of a complete ecosystem, a model with many participants and interconnected components.

Target setting. There is a need for fundamental studies of the problems of forming cloud-oriented educational and scientific systems, in particular, open science systems, and their implementation in the process of teaching and professional development of teachers. These studies should be aimed at finding ways to improve innovative activities in the field of teacher education and the introduction of new pedagogical technologies.

Actual scientific researches and issues analysis. The study by J. Borup and A. Evmenova examined the effectiveness of an in-service course designed to improve teachers' knowledge, skills, and attitudes. In the study by F. Coenders and N. Verhoef, there is professional development of experienced and beginning teachers who collaborate in Lesson Study groups. Research by T. R. Kelley, J. G. Knowles, J. D. Holland, and J. Han shows that science teachers’ self-efficacy increases after completing inservice courses.

The research objective. To justify the models and technologies of using cloud-oriented systems of open science in the process of teaching and professional development of teachers.

The statement of basic materials. Models of the composition and structure of the educational and scientific cloudoriented learning environment and professional development of teachers can be based on the model of the educational environment. An attempt has been made to design a general logical model for managing open scientific and educational research in institutions of general secondary education, which can form the basis for building narrower models (for individual levels of education, specific disciplines, etc.).

Conclusions. When designing a cloud-oriented educational and scientific learning environment and the professional development of teachers, it is advisable to rely on a system of models that includes: a general model of the functioning of a cloud-oriented environment (scientific component), at the center of which is a teacher who interacts in the process of professional and scientific activities with other teachers , other researchers, teaching and research facilities, educational institution, education system and social and natural environment.

Keywords: models, technologies, cloud-oriented systems, open science, cloud-oriented open science systems, professional development of teachers, teacher training.

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