CONDITIONS FOR FORMING THE TEACHER'S DIGITAL COMPETENCY IN THE POSTGRADUATE EDUCATION

Abstract

The article defines the conditions for the formation of a teacher's digital competence in postgraduate education. The analysis of the international standards of UNESCO, the European digital competence framework for citizens (DigComp 2.1 and educators (Digcompedu), and the generalization of the criteria for the definition and assessment of digital competence among teachers. The results of the study are based on the experience of improving the skills of teachers of the city of Kyiv using empirical methods: observation, survey (questionnaires, interviews). The questionnaire allowed to identify the main inquiries of teachers regarding the formation of individual trajectories of professional development, including in The conditions of the formation of the digital competence of teachers in the system of postgraduate pedagogical education are determined: the digitalization of education, the availability of legal documents on standards and requirements for the teacher's digital competency (international, institutional, national), the need to develop and implement the criteria for the development of digital competency teachers (tests, questionnaires, etc.), introduction of international, domestic projects on the use of ICT, readiness of postgraduate students Go to ensure the formation of the digital competency of teachers (IT infrastructure, availability of scientific, educational and environmental resources), IT infrastructure of the educational institutions in which the teacher works (hardware, software, including digital laboratories, connection to high-speed Internet, personalized informational and educational environments, etc.). In addition, an important condition is determined by the teacher's motivation to continuous professional development and self-assessment of his digital competence. It is proved that the development and implementation of national standards for teacher's digital competence, giving him the right to decide for themselves in which institutions to improve their qualifications, promote the introduction of new approaches to constructing individual paths for developing digital competency of teachers.