Abstract:

Primary school computer science teachers in different countries acquire and update their knowledge in informatics by attending advanced training courses. Informatics teachers also supplement their knowledge and appropriate ICT (information and communication technologies) skills by studying in different MOOCs (Massive Open Online Courses), Coursera, and other platforms and online courses. It allows them to improve and increase their professional level and expertise in computer science teaching as well. Thus, computer science teachers engage in self-development and self-education in this field. The study examines the conducting of a questionnaire survey among computer science teachers in primary schools in Kazakhstan and Slovakia to analyze the teachers' ICT competencies and their skills. In this article, the authors provide descriptive statistics and analysis. The authors use such kind of statistics for the description, presentation, summarization and organization of survey data through the tables and graphs. The methodology focuses on answering questions relating to the “what” of the research subject (for example, what problems teachers face and what kind of educational tools they are using in classes). As a result, it will help to evaluate answers related to how and whether teachers are prepared to teach informatics at primary schools and whether they use modern digital tools and technologies in their everyday classrooms. And about the system of training, qualification, requalification, and retraining of teachers. According to the replies, the authors compare the ICT skills and competencies of computer science primary schools teachers in selected countries and analyze: whether have teachers enough professional qualification to teach digital literacy to pupils; what role the ICT skills of teachers plays, and how is important to have; what needs for teachers so that they were well prepared to use digital education technologies in the educational process. The analysis will allow drawing conclusions, proposals and recommendations not only for the present and future primary school teachers and for schools management as well.

Keywords:

ICT skills, ICT competencies, informatics teachers, primary school, analysis, professional qualification.