Shtriker N.A., Ganaeva E.A.
DESIGNING A MODEL FOR THE FORMATION OF DIGITAL COMPETENCE OF A TEACHER ^{[№ 4 ' 2021]}
Modernization of education in the context of digital transformation is aimed at preparing a graduate who is able to live and work in a digital environment, taking into account the constantly changing value orientations of a transforming society and new requirements for professions. Government initiatives for the development of a digital society require changes both in the content and structure of the Russian education system and in special training of teaching staff to work in a digital educational environment. The insufficient level of digital competence of teachers becomes the reason for Russia to fall into the risk zone in terms of ensuring the competitiveness of Russian education. In this connection, the management of the process of forming the digital competence of teachers is one of the key areas of educational policy both at the state level and at a separate educational organization. The development of a management model for the formation of digital competence of teachers in the system of additional education is due to the new challenges facing the modern system of Russian education related to the formation of a digital society. The aim of the study was to develop organizational and methodological conditions for managing the formation of digital competence of teachers in the system of additional education.
Content analysis of foreign scientific sources, as well as Russian experience in defining the concepts of “digital literacy”, “digital competence” allowed us to clarify the definition of the concept of “digital competence of a teacher”, which we consider as the ability and willingness of a teacher to effectively use digital educational resources and information and communication technologies, manage them to create accessible and high-quality educational content. The model is represented by 4 interconnected blocks: target, meaningful, technological, productive-reflective. The most important feature of the formation of digital competence of teachers is the involvement of teachers in the system of lifelong education: formal (online courses, network forms of education); informal (teacher associations, mentoring, internships); informal (self-education; individual route of professional growth; competitive movement).
Thus, the results obtained in the course of the experimental work confirm the assumption that the process of managing the formation of digital competence in the system of additional education based on the creation of a regulatory resource for the formation of digital competence of teachers in the system of additional education as the basis for the implementation of state initiatives in the field of digital transformation Russian education; development of scientific and methodological support for the formation of digital competence of teachers; purposeful work to ensure the motivational readiness of teachers for the formation of digital competence of teachers in the system of additional education contributes to obtaining high­quality results in solving the set goals and objectives of the research.