ISSN 2409-7616

D. Dmitriev



Denis S. Dmitriev – Candidate Pedagogical Science, Professor, Associate Professor of Mathematics and Business Informatics Department Samara National Research University, Samara, Russian Federation, ORCID:, E-mail:

Abstract. The article discusses the problem of university teacher didactic pedagogical tools selecting for solving current professional activity innovative problems. The educational process Orientation towards the innovative focus demands the university teachers personal and professional competence (based on the job responsibilities and the professional standards and federal state higher education standards requirements identify the structure of the university teacher readiness components to new didactic tool use (e-learning tools), including a value-motivational component, cognitive component, methodical-operational component, evaluative-reflective component. It is determined in the framework of the university teacher methodical activities specifics analysis). The teacher methodical activities nature and specificity, as well as the methodical approaches (spatial, andragogic, matrix, environmental, productive, active, competency) used for analysis, allow us to determine the university teacher readiness to e-learning tools use components content in professional activities. The methodical activities changes analysis in the solving innovative problems context made it possible to identify the university teacher readiness to e-learning tools use levels (basic level, advanced level, creative level), as well as the readiness types structure (motivational readiness, methodical readiness, technological readiness, expert readiness).

Keywords: e-learning, e-learning tool, open education, information educational environment of the university, university teacher readiness.



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For citation:

Dmitriev D.S. The essence and structure of the university teacher readiness to innovative educational problems solving. CITISE, 2019, no. 5, pp. 225-241. DOI: