Additional Vocational Teacher Education in the Field of the Formation of a Safety Culture in Transport in the Era of Intelligent Machines

Nowadays the large-scale development and dissemination of information and communication, as well as digital transformations, technological software, and intelligent machines, has determined the urgent need for vocationaleducation of teachers in the framework of further professional education. It’s the one thing, which is providing the opportunity for teachers to master new relevant competencies, and high professionalism corresponding to the changing information conditions of the social environment and the requirements of modern education. Purpose: theoretical development and implementation in the electronic educational environment of MOOC in Nizhny Novgorod State Pedagogical University named after K. Minin of a practice-oriented project for the development of teacher training in the field of a safety culture for children in transport. Methodology: the studied problem was solved on the basis of the design methodology using technological software for the prevention of children’s road traffic injuries. For this reason, the pedagogical design was based on the methods of analysis, conceptualization, programming, and design, the potential of the interface of massive open online courses (MOOC). Results: a practice-oriented project for continuing education is considered as a transfer-integrative field, where the subject area—child safety in transport is enriched by ideas of informatization and practical tools of information and communication technologies. The project, posted on the platform MOOC of Nizhny Novgorod State Pedagogical University named after K. Minina, was developed at a conceptual, substantive, technological, procedural level with the allocation of integration cores on each of them. As a reuslt, the basic design principles that determine its relevance, novelty and practical significance are substantiated. Particular attention is paid to the implementation of the competency-based approach that determines the specifics of the productive-target component in the electronic educational environment. In addition, the content is disclosed of the related stages which are pre-project theoretical-methodological, substantive-active, and post-project reflective-evaluative stages. Conclusion: the project created on the basis of transfer-integration approaches was remotely implemented on the MOOC platform of the Nizhny Novgorod State Pedagogical University named after K Minin. This ensured its openness and accessibility for teachers, different target audiences and regions of Russia, regardless of residence place.