Assessment of Instructors’ Technology Competency to be Used in the Settings of Formal and Non-Formal Education

Abstract

The purpose of this study was to test the model of diagnostic assessment of the level of formedness of the competency of pedagogical staff to use teaching technologies when applied in the settings of formal and non-formal education and to see whether the model creates opportunities for designing a strategy for professional lifelong development of teaching staff. A convergent (computer-oriented and traditional) methodology was used in this study including: the methodology for examination of the motivation drivers of professional activity (K. Zamfir); “Square of Values” methodology by O. Murzina; methodology of self-assessment of vocational and pedagogical motivation, Bass’s questionnaire on orientations entitled “Personality orientations”, Henning’s methodology called “Structure of Interests”, Criteria Cognitive Aptitude Test. It has been proved that the majority of teaching staff demonstrated the imitative and reproductive level of formedness of the professional competency consistent with all criteria. It seems that educators strive for self-improvement and self-development in using teaching technology in formal and non-formal education settings. This study results can be well used either to develop the structure and content of the professional development or post-graduation programs for the teaching personnel at the instructional institutions or to assess of the level of formedness of the professional competence of pedagogical staff to use teaching technologies in the settings of formal and non-formal education. The study attempts for the first time ever to assess professionalism-related competency in using teaching technology in formal and non-formal education settings and to specify the value orientations, motives, needs, spectrum of knowledge, skills, and abilities comprising the level of proficiency in this area as it is viewed through the needs of the labour market.