Педагогічне Проектування Як Педагогічна Умова Розвитку Фахових Компетентостей Викладачів Закладів Професійно-Технічної Освіти

Abstract

Different approaches of foreign scientists to interpret the concept of "digital competence" and identify the components of digital competence of future professionals have been discussed in the article. An analysis of the recent work of scientists on the problem has been conducted. The European standards for determining digital competence, the Digital Competence of Educators (DigCompEdu) teacher's digital competence framework have been analyzed. In the article the approaches to the description of the components of the digital competence of teachers have been highlighted. Frameworks for digital competencies in different countries have been developed. The digital competence of future teachers is important and implies the ability to use digital technology logically and systematically. It contributes to the success of the future specialist, the solution of various tasks and the formation of his important life competencies.The list mainly includes the following components: the usage of digital technologies in a professional pedagogical environment; the mastering of the professional skills of finding, the creating and sharing digital educational content; the usage of digital tools in teaching and studying; the mastering of digital tools and strategies for evaluating learning outcomes; the usaage of digital tools to enhance students' educational opportunities; the security when using digital technologies.