ПРОФЕСІЙНА КОМПЕТЕНТНІСТЬ УЧИТЕЛЯ В СУЧАСНОМУ ІНФОРМАЦІЙНОМУ СУСПІЛЬСТВІ
Professional competence of the teacher in the modern information society.
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Digital technology is developing at unprecedented pace: the number of Internet users is steadily increasing, people have non-stop access to diverse information, and new fast and powerful devices, designed to alleviate the life of a modern person, are constantly emerging. These changes affect absolutely all spheres of life, transforming the demands of society in accordance with the current needs. The requirements for the personality of a modern teacher have also changed. A teacher who does not operate modern technology fluently and cannot use them in his or her professional activities is unlikely to be able to provide an effective educational process. It is natural that the high level of the formation of digital skills as an important component of professional competence became an urgent requirement for modern educators’ training. The aim of the article is to substantiate the essence of the concept of “digital competence” as an important component of the professional competence of a modern teacher and to analyse the approaches to the use of this category in foreign and domestic scientific sources. Methods of research: theoretical analysis and generalization of scientific and methodological literature and Internet sources, generalization and systematization of the obtained results. As a result of the analysis of scientific works, it has been determined that there is no single approach to determining the educators’ competence regarding the digital technology using in professional activities. At the same time, the definitions of professional competence of modern educators, formulated by foreign and domestic scientists, are typologically related and differ on the component structure. An important component of the modern teacher’s professional competence is digital competence, which combines the ability to use digital technology in order to create an effective cognitive and active educational process, that is attractive for students; to evaluate digital resources critically in terms of expediency of their application in professional activities; to master technological innovations. The author notes that the readiness to master and apply digital technology relates to the psychological precondition of digital competence forming and requires specially organized motivation and educational activities among teachers. Prospects for further research are seen in studying foreign experience in improving the future primary school teachers’ digital competences in teaching students with different cognitive styles.
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