Pedagogical Conditions for Improving the Professional Readiness of Teaching Staff Through Smart Technologies

Abstract

This article analyzes the development of teachers’ readiness for professional practice through SMART technologies on the basis of dissertation materials. It elucidates the relationships among the methodological approach of the study, digital and methodological competence, interactive learning activities, differentiated and reflective assessment, components of a positive psychological and pedagogical environment, and assessment criteria. The analysis concerns the aggregated findings reported in the dissertation rather than unpublished primary data from the experiment involving 323 teachers.