Basic Frameworks of ICT in the Structure of Professional Standard for Teachers



The paper provides a detailed review of the issue of basic frameworks underlying the development of professional standards for teachers in the part referring to ICT competency. We focus on a case of designing an ecosystem of the ISTE association community which is based on the lifecycle of standards for students, educators, coaches, computer science educators and school administrators. We analyse the mechanism of transforming the ICT competency standards into educational policies on the basis of the approach proposed by UNESCO. Also, we explore the mechanisms of translating the frameworks of the teacher’s ICT competency standards into national educational systems.

General Information

Keywords: ICT competency of teachers, professional standard, educational ecosystem, educational policy, ISTE, UNESCO

Journal rubric: Developmental Psychology

Article type: scientific article


For citation: Yarmakhov B.B., Sotnikova A.L., Patarakin E.D. Basic Frameworks of ICT in the Structure of Professional Standard for Teachers. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018. Vol. 23, no. 3, pp. 67–76. DOI: 10.17759/pse.2018230306. (In Russ., аbstr. in Engl.)


  1. Zabrodin YU.M., Gayazova L.A. Professional'nyj standart pedagoga-psihologa kak strategicheskaya osnova modernizacii psihologo-pedagogicheskogo obrazovaniya [Professional standard of the teacher-psychologist as a strategic basis for the modernization of psychological and pedagogical education]. Vestnik Prakticheskoi Psikhologii Obrazovaniya [ Bulletin of Practical Psychology of Education], 2015, no. 2 (43), pp. 17—30.
  2. Margolis A.A. Trebovaniya k modernizacii osnovnyh professional'nyh obrazovatel'nyh programm (OPOP) podgotovki pedagogicheskih kadrov v sootvetstvii s professional'nym standartom pedagoga: predlozheniya k realizacii deyatel'nostnogo podhoda v podgotovke pedagogicheskih kadrov [Requirements for the modernization of the basic professional educational programs (OPOP) for the training of pedagogical personnel in accordance with the professional standard of the teacher: proposals for the realization of the activity approach in the training of pedagogical personnel]. Psikhologicheskaya Nauka I Obrazovanie [Psychological Science And Education], 2014. Vol. 19, no. 3, pp. 105—126.
  3. Miroshnikova O.H. Professional'nyj standart pedagoga: mezhdunarodnyj opyt i regional'nye komponenty [Professional standard of the teacher: international experience and regional components]. Internet-ZHurnal Naukovedenie [Internet Journal of Science], 2015. Vol. 7, no. 3 (28), pp. 164. Mishra P., Koehler M.J. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 2006. Vol. 108, no. 6, pp. 1017—1054.
  4. Yamburg E.A. Novyi professional'nyi standart pedagoga: problemy vnedreniya [The new professional standard of the teacher: problems of introduction]. Vestnik Tyumenskogo Gosudarstvennogo Universiteta. Gumanitarnye Issledovaniya. Humanitates [ Bulletin of the Tyumen State University. Humanitarian Research. Humanitates], 2015. Vol. 1, no. 2 (2), pp. 163—169.
  5. Aktaruzzaman M., Shamim M.R., Clement C.K. Trends and issues to integrate ICT in teaching learning for the future world of education. International Journal of Engineering & Technology, 2011. Vol. 11, no. 3, pp. 114—119.
  6. Al-Dajeh H. Jordanian vocational, secondary education teachers and acquisition of the National professional standards. Education, 2012. Vol. 133, no. 1, pp. 221—234.
  7. Australian Professional Standards for Teachers (2011), 2011.
  8. Barr D., Sykora C. Learning, teaching and leading: A comparative look at the ISTE standards for teachers and UNESCO ICT competency framework for teachers. Connected Learning. Connected World, 2015.
  9. Butler D., Hallissy M., Hurley J. The Digital Learning Framework: What Digital Learning can look like in Practice, An Irish Perspective. Society for Information Technology & Teacher Education International Conference. Association for the Advancement of Computing in Education (AACE), 2018, pp. 1339—1346.
  10. Crompton H. ISTE’s Mobile Learning Framework and the VMLA Pathway. Society for Information Technology & Teacher Education International Conference. Association for the Advancement of Computing in Education (AACE), 2016, pp. 479—481.
  11. De Santis J. Investigating the Relationship Between TPACK and the ISTE Standards for Teachers. Issues and Trends in Educational Technology, 2016. Vol. 4, no. 1.
  12. Ellili-Cherif M., Romanowski M.H., Nasser R. All that glitters is not gold: Challenges of teacher and school leader licensure licensing system in Qatar. International Journal of Educational Development, 2012. Vol. 32, no. 3, pp. 471—481.
  13. Ferrari A. Digital competence in practice: An analysis of frameworks. Luxembourg: Publication office of the EU. Research Report by the Joint Research Centre of the Research Commission, 2012. 92 p.
  14. Gjørling U. Pedagogical ICT licences. TelE-Learning. Springer, Boston, MA, 2002, pp. 77—84.
  15. Hameed-Ur-Rehman B.M. Teachers’ opinion/ perception about the National professional standards for teachers (npst-2009) in Pakistan. Interdisciplinary Journal of Contemporary Research in Business [serial online], 2012, pp. 262—277.
  16. Khoroshilov A. Unesco teacher development policies and programmes including ict. ICT in Teacher Education, 2010, p. 18.
  17. Kozma R.B. Comparative analysis of policies for ICT in education. International handbook of information technology in primary and secondary education. Springer, 2008, pp. 1083—1096.
  18. Leonard S.N. Professional Conversations: Mentor Teachers’ Theories-in-Use Using the Australian National Professional Standards for Teachers. Australian Journal of Teacher Education, 2012. Vol. 37, no. 12.
  19. Martin B. Successful Implementation of TPACK in Teacher Preparation Programs. International Journal on Integrating Technology in Education, 2015. Vol. 4, no. 1, pp. 17—26.
  20. Mayer D. et al. Professional standards for teachers: A case study of professional learning. Asia-Pacific Journal of Teacher Education, 2005. Vol. 33, no. 2, pp. 159—179.
  21. Mishra P., Koehler M.J. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 2006. Vol. 108, no. 6, pp. 1017—1054.
  22. Morphew V.N. A Constructivist Approach to the National Educational Technology Standards for Teachers. International Society for Technology in Education, 2012. 316 p.
  23. Officers C. of C.S.S. InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0. CreateSpace Independent Publishing Platform, 2013. 56 p.
  24. Pedder D., Opfer V.D. Planning and organisation of teachers’ Continuous Professional Development in schools in England. The curriculum journal, 2010. Vol. 21, no. 4, pp. 433—452.
  25. Ravitch D. The death and life of the great American school system: How testing and choice are undermining education. Basic Books, 2016.
  26. Rizza C. ICT and Initial Teacher Education: OECD Education Working Papers 61, 2011.
  27. Tiede J., Grafe S., Hobbs R. Pedagogical Media Competencies of Preservice Teachers in Germany and the United States: A Comparative Analysis of Theory and Practice. Peabody Journal of Education, 2015. Vol. 90, no. 4., pp. 533—545.
  28. Voogt J., Roblin N.P. A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 2012. Vol. 44, no. 3., pp. 299—321.
  29. Zhou G., Zhang Z., Li Y. Are secondary preservice teachers well prepared to teach with technology? A case study from China. Australasian Journal of Educational Technology, 2011, p. 18.

Information About the Authors

Boris B. Yarmakhov, PhD in Philosophy, Executive Officer, National Society for Technology in Education, Moscow, Russia, e-mail:

Alla L. Sotnikova, PhD in Philology, Methodologist, School #72 with Profound Study of German, St.Petersburg, Russia, e-mail:

Evgeny D. Patarakin, Doctor of Education, Docent, Doctor of Pedagogical Sciences, Leading Researcher, Institute of System Projects, Moscow City University, professor, Institute of Education, HSE University, Moscow, Russia, e-mail:



Total: 2065
Previous month: 6
Current month: 5


Total: 866
Previous month: 12
Current month: 3