ЗМІСТ І СТРУКТУРА ЦИФРОВОЇ КУЛЬТУРИ ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ ЗАКЛАДІВ ПРОФЕСІЙНОЇ ОСВІТИ

Abstract

The article attempts to analyze the process of domestic educational practice “digitalization”, as well as the use of information technologies in the vocational education and training institutions. The need of a person to exist in the information technologies and computer tools space conditions primarily the current social and cultural phenomenon of “digital culture”. In such conditions the ability to master information, to navigate among its large amounts becomes an integral feature of a specialist in any field, including the VET institutions’ teachers. The transition to the digital age is marked by significant changes not only in the social relations structure, but also at the level of every person (up to physiological adaptation). Therefore, it is very important to understand correctly the digital culture content and structure in the vocational education and training context. The concept of “digital culture” in the research publications becomes synonymous with such concepts as “e-culture”, “cyberculture”, “audiovisual culture”, “information culture”, “multimedia culture”, etc. The article presents the author’s vision of the content and structure of the VET institutions’ teachers digital culture, describes its structural components. The author proposes to understand the VET institution’s teacher digital culture as a dynamic unity of axiological and regulative, information and technological, communicative and ethical, cognitive and intellectual, personal and creative components, which characterize his personality’s specific qualities and ability to interact effectively and productively with the digital environment subjects and objects.