Availability of implementation of standards of digital competence of secondary education teachers

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引用次数: 2

Abstract

The article deals with the availability of the implementation of digital competence standards in secondary education teachers. For this purpose, we analyzed data on the digital competence of secondary education teachers who teach in different locations (urban, rural), in schools with different types of ownership (public, private). The data of teachers of all ages and genders are also compared. Theoretical and empirical research methods were used to solve the problems of the study. The results show that the skills of using digital tools have significant differences among teachers of the different locality of teaching. Also, younger teachers have higher rates of digital competence than older teachers. Accordingly, younger teachers from urban areas have better access to implementing digital competency standards. To improve digital literacy and the ability to implement digital competency standards for secondary education teachers, it is necessary to create conditions for teachers from different locales with different levels of digital competency to gain the necessary experience. This requires effective professional development programs for teachers and conditions for continuous self-study.
中学教育教师数字能力标准实施的可得性
本文探讨了中学教师实施数字能力标准的可行性。为此,我们分析了在不同地点(城市、农村)、不同所有制学校(公立、私立)任教的中等教育教师的数字能力数据。并对不同年龄和性别教师的数据进行了比较。采用理论和实证研究相结合的方法解决了研究中存在的问题。结果表明,不同教学地区的教师使用数字工具的技能存在显著差异。此外,年轻教师比年长教师拥有更高的数字能力。因此,来自城市地区的年轻教师更有机会实施数字能力标准。为了提高中等教育教师的数字素养和实施数字胜任力标准的能力,有必要创造条件,让不同地区、不同水平的数字胜任力教师获得必要的经验。这需要有效的教师专业发展计划和持续自学的条件。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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