Pedagogical conditions for the formation of a teacher’s digital competencies in the context of the transformation of education

Abstract

The article is devoted to the problem of the formation of a teacher’s digital competencies in the context of the transformation of education. The relevance of this problem is related to the need of the modern education system for teachers who are able and ready to use digital technologies, develop digital pedagogy to further improve and transform the educational process and increase digital literacy in secondary, technical and vocational, higher education. However, in the field of education, effective digital technologies and tools are still not widely used, which are already actively used by children and adults in other areas of activity. Also, the possibilities of digital technologies for personalizing learning, increasing student motivation, and simplifying routine processes in learning and management are not fully utilized. The purpose of this scientific work is to describe the pedagogical conditions that contribute to the formation of digital competencies of a teacher in the context of the transformation of education. As a result, the teacher’s digital competencies were defined, the concept of “pedagogical conditions” was clarified, and the structure and content of the pedagogical conditions for the formation of teacher’s digital competencies in the conditions of education transformation were proposed. The solution of the tasks set was carried out on the basis of using a complex of scientific research methods, as well as the ideas of the authors proposed by them and implemented in earlier works and projects in relation to the concept and design of educational environments, ICT technologies, and competency modeling. The authors of the article determined the content and structure of the pedagogical conditions for the formation of a teacher's digital competencies in the context of the transformation of education, and proposed a program for teaching digital skills