System of professional-digital competencies of a teacher ofahigher pedagogical educational institution

The article is devoted to the problem of substantiation of the integral target orientation of preparation of future teachers of institutions of higher pedagogical education for professional activity in the conditions of digitalization of society: systems of their professional-digital competences. The main conceptual idea is put forward: professional-digital competencies of a teacher of a higher pedagogical educational institution are in isomorphic dependence on his/her professional functions and form a holistic system - a reference model of the target landmark of the digitalized educational process in graduate and postgraduate studies. The integral-functional dimension describes the procedure for establishing a holistic set of updated teacher functions in the digital educational environment ofa pedagogical university. The set of the following criteria for their search is outlined: 1) the specifics of thefunctional content of the types of teaching activities, taking into account the process of digitization of higher education; 2) the subject of the teacher's relations with future teachers and public life; 3) the nature of the relevant links. According to all criteria in their unity, three core professionally defined functions are defined: heuristic-digital, managerial-digital and self-development-digital. To these are added purely instrumental general professional - executive-digital, technical-digital and the function of compliance with digital security. The differences between the concepts of "professional-digital" and "digital" competence are emphasized. The concept of the system of professional-digital competencies of a teacher of a higher pedagogical educational institution as a holistic and interconnected set of their components, adequate to his/her certain professional functions in the digital environment, is formulated. The following relevant system of competencies is defined: heuristic-digital aspect (competencies in the areas of pedagogical innovations, digital content of personal and professional development, in particular, worldview and existential orientation, etc.); managerial and digital aspect (competence of the teacher of diagnostic and prognostic, motivational, design, organizational, stimulating and control functional and managerial nature); self-development-digital aspect (important for personal, professional and professional-cultural development of the teacher's competence); aspect of digital culture (digital competencies, highlighted in the literature, important for information retrieval, reception, processing and output, use of basic and application software, solving technical problems, personal data protection, copyright, etc.)