АНДРАГОГИЧЕСКАЯ КОНЦЕПЦИЯ СОПРОВОЖДЕНИЯ ПЕДАГОГОВ В УСЛОВИЯХ ЦИФРОВОЙ ТРАНСФОРМАЦИИ ОБРАЗОВАНИЯ: ВЕДУЩИЕ ИДЕИ, ПРИНЦИПЫ И ЗАКОНОМЕРНОСТИ

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In the context of the digital transformation of education, it is of interest to study the structural elements of the andragogical concept of accompanying teachers. We have systematized ideas and views on the organization of procedural and effective characteristics of the author’s concept as a new form of scientific psychological and pedagogical knowledge. The semantic core of the pedagogical goal-setting of the author’s concept and the system of fundamental leading ideas of the concept: 1) timely identification of problem areas of digital transformation of education and barriers that complicate the formation of digital literacy of teachers for optimal minimization of the identified risky areas of professional and pedagogical activity based on the implementation of various types and strategies of support; 2) the need to take into account andragogical invariants when implementing support for teachers in the context of the digital transformation of education in a complementary combination of the desire of teaching staff for full selfrealization in the profession and increasing the level of their own digital literacy; 3) implementation of organizational facilitating aspects of support for the optimal transition of teachers from the traditional teaching model to an integrated one using the multifunctional capabilities of the electronic information and educational environment, digital technologies and resources. The patterns of the author’s concept set the logic for the functioning of the phenomenon under study: a) the productivity of the formation of digital literacy of teachers (as a result of the concept) depends on the complementary use of strategies to support teaching staff in the electronic information and educational environment of the organization; b) the active development by teachers of new social-role functionality and methods of professional activity in the field of digitalization of education depends on the timely implementation of the andragogical position of the teacher-mentor; c) the constructiveness of the development of andragogical invariants of teachers in the context of the digital transformation of education depends on the directions of support for updating the mechanisms of social partnership of educational subjects and the development of professional collaborations. Based on the identified patterns, principles have been identified that are designed to fulfill the regulatory function of pedagogical activity: openness of education to external demands of the digital world; subjective focus on continuity of education; collaboration and digital dialogue; facilitation; social and professional activity; personal self-realization of teachers as digital professionals.