Model of digital competencies of teachers: terminological and content aspects

Abstract

Problem and goal . The article substantiates the structure of the model of digital competencies of teachers, discusses the principles of organizing personalized methodological support to ensure the processes of digital transformation of the school. Methodology. The construction of the conceptual and terminological apparatus of the research is carried out on the basis of theoretical analysis and synthesis of scientific positions of sources, a variety of definitions of concepts and terms. A comparative analysis of Russian and foreign models of digital competencies allowed to form a construct of a model of digital competencies of a teacher. The modeling of management activities for the development of digital competencies of teachers is carried out. Results. The structure of the model of digital competencies of teachers, level profiles and descriptors of their digital competencies is proposed. The algorithm of personalization of the educational trajectory and a model of management of the development of digital competencies of teachers that meets the requirements of continuity, individualization, and consistency is shown. Conclusion. The results of the study can be applied by digital transformation project teams, heads of educational organizations to improve the management of digital transformation processes.