The article discusses some approaches to developing conceptually new cognitive models and algorithms of forming and evaluating key and digital competencies of teachers in inclusive education, aimed at constructing management decisions when organizing additional professional education in conditions of the digitalization of general education. The significance of the research is in the need to identify the level of and to improve the foundational digital competencies of teachers in conditions of digital transformation of education. Nowadays, due to a mass shift towards online education internet users, especially children with disabilities or with special needs, find themselves in the risk zone, and urgently need to be immersed into the field of digital technologies. The results of research on identifying digital competencies in this situation show that the problem is in the contradiction between the indicators of use of electronic teaching and distant education technologies in general education organizations and the level of development of digital competencies among teachers who work with such children. The authors identified approaches to building and evaluating key and digital competencies among teachers and analysed the issues of organizing and implementing advanced training programmes for teachers, including those who work with children with disabilities or with special needs. The results of the research will contribute to updating the content of additional professional education system; creating a modern digital educational environment, where the development of key and digital competencies among teachers will promote a systemic introduction of a wide range of modern methods and foundational technologies of digital education.
The article is devoted to the study of the problems of the formation and evaluation of digital competencies in the context of digitalization of general education. Currently, the problem of determining the level of formation of competencies among specialists in any field is an urgent task in the preparation and competitive selection of specialists. In the Russian education system, the training of future teachers and advanced training, additional professional education of experienced teachers should go to a new level of development in connection with the implementation of competency-based educational programs. And in these conditions, it becomes necessary to search for new approaches to assessing professional and digital competencies in general education teachers. Various models and algorithms for the formation of professional and digital competencies in general education teachers are studied. The approaches to the development of a cognitive model of competency formation are identified. A qualimetric approach to assessing digital competencies is revealed, as one of the most effective. Descriptors of key competencies of the digital economy, digital competencies are developed. The criteria for assessing digital and professional competencies formed by general education teachers were identified, the main indicators for evaluating the results were determined. A mechanism and means for assessing the level of formation of digital competencies, a scale for translating assessments of the level of competencies into a verbal assessment system have been developed. Based on the main indicators for assessing results, competency matrices have been developed for all stages of competency formation. An appraisal fund has been developed, consisting of various competency-level appraisals that have both formative and appraisal functions. This study allows us to develop a cognitive model of the formation of the digital competence of a teacher in the context of digitalization of general education. The results of the study can become the basis for the modernization of the system of training and retraining of teachers in the context of digitalization of general education.
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