The Pecularities of Increasing the Digital Competence of Teachers in the Republic of Poland

Abstract

The article examines and analyzes the organizational forms of improving the digital competence of teachers in the Republic of Poland; the necessary trends for further research in the digitalization of the professional training of teachers of the Republic of Poland have been identified, and main directions for using the experience of this country in Ukraine have been determined.A complex of general scientific methods is used in the process of setting the research problem: theoretical: analysis and synthesis in order to determine the main directions of research on the problem of increasing the digital competence of the teacher; comparative analysis, identification and substantiation of trends in improving the digital competence of teachers in the country under study; empirical: the study of the legal framework for digitalization of education in the Republic of Poland, etc.Organizational forms of increasing the digital competence of a teacher in the Republic of Poland can be obtained institutionally – in educational institutions (full-time (day, evening), part-time, distance, network), and there is also a dual form (at the workplace) or informal.The Republic of Poland started the process of reforming educational systems and their digitalization much earlier than Ukraine, so the experience and results of this country will be relevant and timely in terms of borrowing in Ukraine.