Herald SUrSHPU
The Herald of South-Ural state Humanities-Pedagogical University ЧГПУ

ISSN: 2618–9682; ISSN 1997-9886
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BACK TO ISSUE CONTENT | HERALD OF CSPU 2020 № 3 (156) Pedagogical sciences
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DOI: 10.25588/CSPU.2020.156.3.006
UDC: 378(076):151.8(076)
BBC: 67.0
E. V. Evplova ORCID
Candidate of Pedagogical Sciences, Associate Professor of the Department of Economics, Management and Law, South-Ural State Humanities-Pedagogical University
E-mail: Send an e-mail
F. Kh. Khabibullin ORCID
Docent, Candidate of Pedagogic Sciences, Associate Professor at the Department of Professional Education and Subject Methods Teacher Training, South-Ural state Humanities-Pedagogical University
E-mail: Send an e-mail

Introduction. The digital revolution in education has led to the widespread use of e learning and distance learning in vocational education institutions. This significantly influenced the nature of the work of modern teachers, who require knowledge not only of readable discipline, but also methods of implementing online learning, the ability to develop digital educational resources and much more. The ongoing changes in the education system will inevitably lead to a reduction in the teaching staff of educational organizations, which will generate competition in the above area. In this regard, in the pedagogical theory and practice, the problem of developing the network competitiveness of teachers of software has become very relevant. The goal is to develop and theoretically substantiate a set of models for the development of network competitiveness of software teachers.

Materials and methods. To achieve the objectives of the study, it was necessary to refer to the modeling method. It was developed by a set of models for the development of network competitiveness of teachers of software – a combination of competence, structural-functional and process models, each of which reflects the essential features of the object under study and is able to present it in the form of a diagram. Methodological approaches to the functioning of the above models are defined – the system, process and competence-environmental approach.

Results. In the competence model, a list of components of the network competitiveness of a teacher of software identified in the course of specially conducted studies and reflecting the requirements for a competitive teacher from the society and the state, the labor sphere, subjects of education and the teacher of software is defined. The blocks of the structural-functional model of development of the network competitiveness of teachers of software — diagnostic, content-methodical, control and evaluative — are revealed. A process model for the development of network competitiveness of teachers of software has been developed, consisting of three stages (motivational, developing, professional-modeling), each of which is aimed at developing the network competitiveness of teachers of software.

Discussion. In each of the developed models, target orientations, content and features of the subjects' activities, methods, forms and means of activity, performance indicators and results are indicated.

Conclusion. It can be predicted that scientific knowledge in the development of electronic competitiveness of teachers of vocational training in the coming years will be actively accumulated and practically applied to improve the effectiveness of the competitive activity of educational workers, and related sciences, primarily pedagogy and psychology, will receive a new impetus in their development.


Competitiveness; Virtual Competitiveness; Complex Models; Modeling; Vocational Teacher


It was determined that the development of electronic competitiveness of teachers is carried out in accordance with a set of models, which: consists of competence, structural-functional and process models;

It was revealed that the basis of the competence model is the list of components of the teacher's electronic competitiveness: motivational, knowledge, activity, reflective-evaluative component;

The structural and functional model of the development of electronic competitiveness of teachers consists of three blocks – diagnostic, content-methodological, control and evaluation;

The process model of the development of electronic competitiveness of teachers is implemented in three stages – motivational, professional modeling, reflective and evaluative.


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